Education For Sustainable Development Research Articles

Improving the Attitudes and Creative Thinking Skills of Senior High School Students Using an ESD-Enhanced STEM Approach

The STEM approach is a learning strategy to train students' creative thinking skills. This approach encourages students to conduct the engineering process by making prototypes or products to solve problems. Education for Sustainable Development (ESD) needs to be integrated into STEM learning to train students' thinking and questioning skills. This study aims to determine the improvement of ESD attitudes and creative thinking skills by using the ESD-integrated STEM approach. This study used a one-group pretest-posttest design. The research instruments used were a creative thinking skills test with creative thinking indicators and an ESD attitude questionnaire. The N-Gain test analysis obtained a result of 0.81 with a high category. The results showed that students' creative thinking skills improved significantly, and students' ESD attitudes improved very well through the STEM approach with ESD content in high school students. This research shows that the STEM approach with ESD content can be used as an alternative learning method to improve students' creative thinking skills and can contribute to the development of science by enriching the understanding of the STEM approach with ESD content, presenting a new perspective in education that focuses on sustainability and creativity.

Education for Sustainable Development (ESD): A holistic approach to curriculum design, development and implementation using participatory and integrative methodologies

In response to the climate emergency and future Sustainable Development (SD) of our planet, HEIs must adopt integrated, holistic approaches to curriculum design that are primarily focused on developing graduates into more socially responsible, global citizens and engineers with sought-after sustainability competencies and skills, empowered to tackle complex local and global SD challenges. In line with our institutional strategic goals and commitments, we outline the use of innovative, participatory programme design methodologies involving internal and external stakeholders, in our approach to designing a new post-graduate course in Sustainable Engineering at Aston University that has the potential to fulfil these transformative goals, asking ourselves and all stakeholders throughout: “What content really matters?” “Are students doing something that is meaningful?” “How should it be taught?”. This work describes the implementation of our innovative ESD approaches to holistic curriculum design, development, implementation, and delivery. Using evaluation data from staff, students, and external stakeholders the effectiveness and impact of these programme design and delivery approaches are evaluated, and the findings are presented. Highlighted areas of good practice, as well as key lessons learned in our work can serve as potential signposts for other HEI adopters of similar or other ESD methodologies.

Embedding Sustainability in Engineering Education World Café: Reflections for Future Practice

We present the reflective learning account from organising a World Café to share engineering educators’ practices in embedding sustainability education, addressing the question: is the World Café a good practical solution to share sustainability education practice in our post pandemic world? Conversations have the power to create change, in line with approaches such as Critical Pedagogy (Giroux, 2020). Our perspective as diverse engineering educators informed the workshop and our reflections and this is mirrored in our analyses. The World Café is a process which has been extensively used to encourage open communication and problem solving (Brown, Isaacs and World Café Community, 2005) and which we thought relevant to enhancing sustainability education practices. A commitment to education for sustainable development (ESD) is increasingly expected (UNESCO, 2023; AdvanceHE and QAA, 2021) and engineering educators are rising to the challenge. Learning from one another, educators shared their actions, plans and dreams around the three pillars of sustainability. Using a Word Café to discuss challenges around sustainability education proved successful. We recommend that engineering educators and conference organisers consider this approach in creating a sense of urgency around sustainability that instigates collaboration and acts as a catalyst for action. The approach can be taken further by using it as a data collection tool, co-creating knowledge from our practice.

Exploring the drivers and barriers to the non-formal education in Anganwadi centers for sustainable development education: a multiple stakeholder study

ABSTRACT The most populous country in the world, India, seeks to achieve universal education for its citizens. An informal education system for preschool children to develop their learning abilities is crucial. Anganwadi workers provide informal education. While there have been several studies on Anganwadi-based informal education, there is a lack of studies presenting a holistic perspective of all the stakeholders in the informal education system, especially following the New Education Policy 2020 and SDG 4. This study undertakes 46 interviews across five stakeholders. It presents five themes – policy and regulation, education, social norms, infrastructure, and human resources. These themes further present the driving or barrier factors to meet the objectives. The study concludes by discussing the theoretical and managerial implications.

Sustainability and sustainable development values in creative practices among design undergraduates of Russia and Malaysia

Purpose The aim of this study is to gauge the consideration toward sustainability and sustainable development in the creative process or activities in design practices among the design undergraduates of University A, Russia, and University B, Malaysia. The beliefs, attitudes and intentions toward all the dimensions of sustainability – environmental, social and economic – were assessed and compared between both institutions. Design/methodology/approach A questionnaire was administrated to 127 design undergraduates from University A, Russia, and 135 design undergraduates from University B, Malaysia, to assess their beliefs, attitudes and intentions toward sustainability and sustainability development in their creative practices. Findings The outputs of this investigation suggested that the courses related to education for sustainable development that preached in design programs at University A, Russia, have developed appropriate beliefs, attitudes and intentions toward sustainability and sustainable development in creative process or activities among the learners on environmental and social sustainability issues. The subject on sustainable development offered in design programs at University B, Malaysia, has mold positive beliefs, attitudes and intentions on the environmental sustainability issues in creative practices among the design undergraduates. The outcomes of this study shed some light on the effectiveness of the courses related to education for sustainable development of both institutions in building the appropriate mindset in the creative process during design activities. Originality/value This study on the consideration of sustainability and sustainable development in creative practices is novel and the outputs of this study can carve the path for an effective education for sustainable development courses in the design programs, specifically in the context of building the appropriate beliefs, attitudes and intentions toward sustainability and sustainable development in creative practices among the future designers.

Entrepreneurial competencies in the success of enterprises: A bibliometric analysis of the publications in the field

There has been an acceleration in competence-based management in recent years, which has, in turn, influenced entrepreneurial success by strengthening entrepreneurial competencies. This study aims to analyse and predict the future of the research on entrepreneurial competencies using bibliometric methods. For this purpose, VOSviewer software was used for co-word analysis. Bibliometric methods such as citation analysis and co-author analysis were used to analyse the studies related to entrepreneurial competencies. It was found that most publications were published in 2019 based on a search in the Web of Science database between 1995 and 2023. The analysis of 1403 publications revealed that 460 proceeding papers, 10 early access and 210 book chapters were involved in the search. After reducing the set to include articles, 914 papers were evaluated. Results show that the authors most cited over the years are Lans Thomas, Al Mamun Abdullah, Mulder Martin, and Obschonka. Furthermore, it was found that Spain had the highest number of published works, followed by China and the USA respectively. Study findings also revealed that entrepreneurial competencies are more related to core, emotional, and network competencies and sustainable development, creativity, innovation, social capital, and higher education.

Factors Influencing Academic Library Design in Universities

This study is aimed at investigating the factors influencing academic library design for sustainable educational growth and development, the study uses a questionnaire survey to document the responses of postgraduate students of Gombe State University on factors responsible for academic library design, the study uses descriptive and exploratory research design using quantitative approach. 150 questionnaires were distributed to postgraduate students in GSU, and 130 were screened and used for the analysis. Results revealed that user needs and preferences are the 1st factor in academic library design with a weighted mean and standard deviation of 4.3457 (0.7312), and technology integration is ranked 2nd with 4.1607 (0.59625). innovative design features ranked 3rd with a mean of 4.0357 (0.87312). Factors with low influence according to the results are energy efficiency, followed by collaboration and interaction, and finally space utilization. The study recommends that it is important for institutions to involve students, faculty, and other stakeholders in the design phase through methods such as surveys, focus groups, and gathering user feedback.

Efforts by Universities to Promote Sustainability Competence Over The Last Few Decades : A Systematic Literature Review

This study analyzes the efforts by universities to promote sustainability competence over the last few decades and it is anticipated that it will make a valuable contribution to the advancement of literacy studies about education for sustainable development (ESD). This study employed a systematic literature review (SLR) method adapted from the PRISMA model. Qualitative data collection techniques were employed, followed by thematic analysis for data interpretation. This SLR obtained several interesting findings. It was found that the theme of SC was first collected in the Scopus database in 2009, and the increasing SC-higher education occurred during and post-COVID-19 pandemic, namely from 2020 to 2023. Various efforts have been made by universities around the world to promote SC. Their focus is on strengthening SC to realize the ESD and achieve SDGs through strengthening active learning, strengthening students and teachers, and reformulating and adapting the curriculum. It was also found that the author's country of origin is still dominated by countries in the European region, namely Spain, Sweden, and England. This fact is also supported by the concern of funding sponsors from Europe in funding research and publications regarding sustainability competencies. Therefore, this theme needs to campaign widely on other continents, especially Asia, Africa, Oceania, and America because its role and position are also important for sustainability.

Development of SESD (Science Education for Sustainable Development) based on Student Worksheet 'Climate Action' Social Science Content to Construct Critical Thinking Skills of Elementary School Students

Global environmental challenges, including climate change, require a strong commitment to realising sustainable development, where education plays a key role in building awareness and skills to address these challenges, with Science Education for Sustainable Development (SESD) being an important approach in integrating sustainable concepts into the curriculum. The purpose of this research is to develop SESD-based Student Worksheets with a focus on the topic of "Climate Action" in science subjects in primary schools, to improve critical thinking skills and support sustainable development goals, particularly in handling climate change to support Sustainable Development Goals (SDG). This research uses the ADDIE model, involving needs analysis through interviews with teachers, design of SESD-based Student Worksheets 'Climate Action' by taking into account the characteristics of learners and the applicable curriculum, and development of Student Worksheets by involving expert validation. The evaluation results showed that the SESD-based Student Worksheets 'Climate Action' succeeded in improving students' critical thinking skills, with an average score of 80%, which was included in the good category, and the validation of Student Worksheets and materials by experts also showed the feasibility of the product to be used in learning. The conclusion of this study is that the development of SESD-based Student Worksheets 'Climate Action' is an important step in strengthening sustainable education and increasing learners' understanding and awareness of environmental issues, with suggestions to improve the effectiveness of SESD-based learning in the future. Keywords: Critical thinking, Worksheet, SESD

Sustainable Development Goals (SDGs) and Quality Education: Critical Analysis of Hadith

Education is considered an important human right for all individuals. Research must be adapted to the social context of society and this is also the focus of the Sustainable Development Goals (SDGs), which emphasize the importance of quality education and supporting lifelong learning. Efforts to provide equal educational opportunities for all groups, regardless of gender, are recognized as an important step in advancing knowledge and supporting sustainable development. In this research, the library method is used to analyze various sources related to the SDGs, with the aim of supporting ongoing research efforts. The data collection technique used is documentation to verify the validity of the data, carry out interpretation and present concrete conclusions. Meanwhile, the data analysis technique is in the form of descriptive-analytical or context analytical, where researchers try to describe social phenomena that occur in the educational environment. Findings from research show that quality education is a key component in preparing future generations towards 2030. Based on the hadith, it states that to be able to achieve Quality education in realizing the SDGs requires an educational institution that is able to harmonize theory, practice and spirituality to balance the world and the hereafter. To achieve this, steps are needed to implement quality education, including; increasing access to education, quality of education and learning, adequate educational facilities, education financing, measurement and evaluation, lifelong education, and emphasis on education for sustainable development.

Mapping pedagogies of education for sustainable development in Scottish higher education institutions

Sustainable Development Goal (SDG) target 4.7 promotes education for sustainable development (ESD), urging higher education institutions (HEIs) to prepare students to address global sustainability challenges. Currently, the target indicators do not assess how ESD is enacted in HEIs, making ESD provision a black box in achieving SDG 4.7. This article proposes an analytical tool based on actor–network theory (ANT) to ‘unpack’ the black box of ESD pedagogies in HEIs. ANT allows a closer look at the web of human and non-human actors and their interrelations, visually mapping how ESD pedagogical practices are enacted. Drawing on public sustainability reports and ESD-related web pages of eight Scottish HEIs, we employed a hybrid data analysis approach to produce such a map. The aggregated actor–network map reveals clusters such as university sustainability bodies, ESD-related programs, curriculum elements, co-curricular training, and sustainability awards. Also, Scottish HEI reports and web pages tend to emphasise and quantify what is taught regarding sustainability issues and not elaborate on how ESD is taught. This way, ESD pedagogical practices, connecting students, educators, and curriculum to produce transformative learning, are missing in university reporting. Making those practices visible would provide further solid evidence of Scottish HEIs’ contribution to SDG 4.7.

Designing an online platform for supporting Education for Sustainable Development (ESD)

Designing an online platform for supporting Education for Sustainable Development (ESD)

Meningkatkan Semangat Kebangsaan di Sanggar Bimbingan Sungai Buloh Malaysia

Education at Sanggar Guidance Sungai Buloh, Malaysia, plays a crucial role in shaping the national spirit and national identity in a society that is rich in history and cultural heritage. Through the application of appropriate knowledge and educational strategies, education at this studio aims to strengthen awareness of national values ​​and develop a sense of pride in local cultural heritage. In this context, community service activities become an important means of strengthening the relationship between education, national identity and community empowerment. Sanggar Guidance Sungai Buloh offers various opportunities for the development of sustainable national education, however challenges such as limited educational accessibility and inequality in education still remain. needs to be addressed. The studio has become an important learning center in its community, with student numbers increasing significantly from 15 to 103. The diverse learning structure and comprehensive curriculum provide opportunities for students to develop holistically. Teachers at the studio have an important role in guiding their students, while the introduction of Indonesian culture strengthens the national spirit. Collaboration with Changemaker Indonesia is a significant step in expanding the influence and impact of service at the Sungai Buloh Guidance Studio. Opportunities are open for the exchange of experience and knowledge between the two countries, giving studio teachers the opportunity to develop their skills. In addition, this collaboration allows for cultural exchange between two different countries, opening up opportunities to enrich the learning experience of students at the studio. It is hoped that, through continued collaboration, the quality of education in the studio can continue to improve and the younger generation can be ready to face future challenges.

Research on China's Higher Education Policy

Taking China's higher education policy as the research object, this paper conducts a comprehensive and in-depth research on the historical evolution of China's higher education policy, current policy analysis, policy effect evaluation and challenges and countermeasures by using the historical analysis method, policy analysis method and effect evaluation method. The study found that China's higher education policy has experienced three stages of historical evolution before the reform and opening up, since the reform and opening up to the end of the 20th century, and from the beginning of the 21st century to the present, and the policies at each stage have had an important impact on the development of higher education. Currently, China's higher education policy has achieved remarkable results in terms of macro management, micro operation and characteristic development, but it still faces problems such as uneven distribution of educational resources and equity and opportunity in higher education. In response to these problems, this paper puts forward a series of countermeasure suggestions to optimise the higher education policy system and strengthen policy implementation and evaluation. In the future, China's higher education policy should focus on innovation and reform to promote the sustainable and healthy development of higher education.

Enhancing Sustainable Development Goal Integration in Chilean Citizenship Education: A Thematic Analysis of Textbook Content and Instructional Strategies

This study examines the integration level of the three dimensions of the Sustainable Development Goals (SDGs) (social, economic, and environmental) in Chilean citizenship education textbooks for third and fourth grades’ students in high schools, aiming to identify gaps and propose a comprehensive model for thematic instruction. Utilizing the citizenship education student textbook designed by the Faculty of Educational Sciences at the San Sebastián University in Chile, this research employs thematic analysis to assess the representation of the SDGs within the educational content. The results reveal a positive aspect: the textbooks showcase all three SDG dimensions, highlighting their potential to foster comprehensive SDG comprehension. However, the emphasis predominantly lies on social inclusion, with economic and environmental dimensions receiving less attention. This imbalance could impede the provision of holistic sustainability education, especially as critical ecological issues and certain goals (SDGs 2, 7, 12, 14, and 15) remain under-represented. The proposed thematic instruction model merges sustainability with citizenship education through concept mapping, structured lesson plans, and active collaboration, enhancing SDG literacy. This research contributes to Education for Sustainable Development (ESD) by providing a comprehensive framework that transforms sustainability education globally, cultivating knowledgeable and proactive individuals prepared to address and resolve pressing global challenges.

Promoting sustainability through competencies? An explorative case study on sustainability education in Norway

ABSTRACT This study aims to assess possible pathways to implementing sustainability through higher education. The focus is on teaching and learning the competencies deemed necessary for achieving the Sustainable Development Goals. We link the topic of education to theories of sustainability transitions. Against this theoretical backdrop, we present the Education for Sustainable Development (ESD) approach. Following this concept, a practice-orientated education can help students to acquire the competencies needed to act as change agents throughout their future careers. With a case study on sustainability education in Norway, we aim to identify potential bottlenecks for changes towards a competence-based mode of education for future change agents and offer a possible solution by presenting the outcomes of using a novel simulation game.

Empowering youth for sustainability in universities: service-learning and the willingness to act

PurposeService-learning (SL) shows potential to respond to the global policy agenda of education for sustainable development (ESD) by increasing pro-sustainability competences through direct involvement of students in projects that satisfy identified community needs. Nevertheless, there is a scarcity of studies that attempt to measure the impact of SL on students’ sustainability competences, especially the action competence. This study aims to address this gap by examining the experiences of higher education students.Design/methodology/approachA pre-post survey design based on the Self-Perceived Action Competence for Sustainability Questionnaire was conducted on an interdisciplinary group of 219 students of two courses (Sustainable Development and Ecology) in Medellin, Colombia, half of which (109) participated in SL projects.FindingsSufficient empirical evidence was found to suggest that SL boosts the impact of academic courses regarding action competences in students (specially their willingness to act).Research limitations/implicationsThe statistical analysis shows some contradictions that should be addressed in further research.Practical implicationsThese results can encourage more educators and universities to implement strategies such as SL to move forward with ESD and thus help overcome the current socioecological crisis.Originality/valueThis paper not only discusses the theoretical potential of SL but also contrasts theory with empirical observations of 13 SL projects assessed in terms of self-perceived action competence for sustainability.

Preparing new secondary science teachers in the context of sustainable development goals: green and sustainable chemistry

Abstract School science teachers have an important role to play in preparing young people for a sustainable future. Yet their teaching is usually constrained by national school curricula, which may be slow to change to address the issues of sustainable development. Initial teacher education should anticipate the required changes in school curricula so that newly qualified teachers are better equipped to implement the changes when they happen. This paper is based upon the situation prevailing in South Africa, a country with some of the best and some of the worst schools in sub-Saharan Africa. It suggests ways that the BEd course for physical science education student teachers can be developed toward education for sustainable development, while accepting the constraints of the national curriculum, which has become the defining structure of the BEd.

Research on Integration of the Sustainable Development Goals and Teaching Practices in a Future Teacher Science Education Course

This study aims to investigate the levels of pedagogical competencies and ESD competencies in a group of future primary school teachers when integrating teaching practices and the Sustainable Development Goals (SDGs) into a science education course. Both quantitative and qualitative research approaches were used. Eighty-eight of the student teachers demonstrated pedagogical and ESD competencies, as evidenced by the self-rated scores and course instructor-rated scores of their teaching practices which were collected and analyzed. In addition, the lesson plans designed by the student teachers were coded and scrutinized to identify their ESD-specific competencies related to designing primary science instruction. Furthermore, the student teachers responded to the questionnaires about their views and attitudes towards the integration of the SDGs and teaching practices. The findings reveal a difference between the participants’ self-rated scores and the instructor-rated scores for pedagogical competencies during the teaching practices, whereas the scores for general ESD competencies were closely aligned. Content knowledge, pedagogical content knowledge, and motivation and value related to sustainable development and science education were well represented in the lesson plans, and the student teachers generally held a positive attitude towards the integration of the SDGs and teaching practices. This study offers practical insights into the effective integration of pertinent topics and knowledge regarding sustainable development into teacher education and science education curricula.

Education for sustainable development in primary school: Understanding, importance, and implementation

There is no doubt that education for sustainable development (ESD) is important because it covers all areas: social, emotional, intellectual, physical, moral, etc. ESD helps people acquire the skills, knowledge, and values necessary for a successful life and a constructive contribution to society. If earlier early ESD was not at the centre of attention, recently it has become increasingly clear that early education has great potential for fostering values, behaviours, and skills that contribute to sustainable development. Despite this, ESD remains problematic due to the inadequate preparation of pre-service primary teachers in this area. It is obvious that ESD implementation in primary education is still poorly integrated.<br /> Empirical qualitative research aimed to reveal how pre-service primary school teachers understand ESD in primary school. Generally, 86 students from two Lithuanian universities, pre-service teachers of preschool and primary education, took part in the research. Verbal research data were analysed using the quantitative content analysis method.<br /> The results suggest that although ESD in early childhood is understood as significant and reasonable, however, the understanding of pre-service teachers is rather one-sided. ESD is understood as social welfare, while the natural and physical environment is the least expressed in their understanding structure. Meanwhile, the implementation of ESD is understood as a normal educational process, applying known techniques and methods. It is necessary to strive for the young generation to be characterised by responsibility, a sense of community, conservation, and citizenship, to understand the harmony of the surrounding world and their activities. For that purpose, changes in the education are needed to integrate the necessary ESD elements, including both managerial and educational processes.