Education For Sustainable Development Research Articles

Advancing sustainable development through circular economy and skill development in EV lithium-ion battery recycling: a comprehensive review

The rapid worldwide transition to electric vehicles (EVs), propelled by progress in lithium-ion battery (LIB) technology, brings opportunities and problems in sustainable development and resource management. This study examines how incorporating circular economy ideas and enhancing skills in EV LIB recycling can be a strategic approach to meeting the 2030 Agenda for Sustainable Development. The article explores the relationship between environmental sustainability, economic growth, and social fairness by studying EV battery recycling, the workforce skills gap, and the economic ramifications of a circular approach. Based on the existing literature, the study highlights the importance of circular economy practices in improving resource efficiency, decreasing environmental pollution, and supporting various Sustainable Development Goals (SDGs), especially those concerning responsible consumption and production (SDG 12), climate action (SDG 13), and industry, innovation, and infrastructure (SDG 9). The study highlights the significance of Education for Sustainable Development (ESD) in preparing the workforce with the essential skills to adapt to a more sustainable and circular economy. It also highlights significant obstacles in present recycling methods, such as technological limitations, legislative discrepancies, and the necessity for worldwide collaboration and standardization. The paper suggests practical policy suggestions and future research paths to improve the sustainability of EV battery recycling. The initiatives involve establishing global recycling standards, promoting circular economy models through incentives, boosting technological innovation, and facilitating international collaboration and knowledge exchange.

Analysis of Teachers’ Perspectives Towards the Use of IKS to Improve STEM Education for Sustainable Development

This study focuses on science, technology, engineering and mathematics (STEM) education teachers’ perspectives on integrating indigenous knowledge systems (IKS) into a multidisciplinary STEM framework to promote sustainability. The aim is to understand how integrating the values, ethics and worldviews of the global community can contribute to a sustainable mindset. Through an examination of the research background and pedagogical foundations, as well as a review of existing literature, it becomes evident that teachers’ perspectives are pivotal in fostering a sustainable mindset among students. To encourage social dialogue that has the potential to evolve teachers’ perspectives, a 6 month workshop focused on dialogic argumentation was provided to a group of basic education and university STEM teachers. The workshop aimed to explore the evidence- and reasoning-based arguments that influenced their perspectives regarding the role of IKS in STEM education. Analysis of data collected through questionnaires and interviews yielded the following findings: (a) initially, most teachers had mixed feelings about the role of IKS in STEM education for sustainable development; (b) a significant number of teachers reported that the dialogic argumentation workshop helped them transition from a negative to a positive attitude towards acknowledging the complexity of the role of IKS in promoting various approaches to achieving sustainability goals; and (c) several others, particularly university teachers, attributed IKS with the potential to enhance reflective reasoning in order to solve complex sustainability problems. The implications of these findings for classroom practice, particularly in terms of utilising IKS to enhance STEM teacher education, are highlighted in the paper.

Sustainable food systems: Embedding Education for Sustainable Development (ESD) in a food science module

Sustainable food systems: Embedding Education for Sustainable Development (ESD) in a food science module

Sailing aboard the training ship Saltillo. An extracurricular experience in education for sustainable development

AbstractInternational bodies demonstrate their commitment to the sustainability paradigm and the Education for Sustainable Development (ESD) approach through university curricula and activities that address global challenges such as poverty, inequality, and environmental degradation. The literature suggests that extracurricular activities designed from such an approach play a vital role in working towards the Sustainable Development Goals (SDGs) as they foster awareness, commitment and action. This paper explores the profile of students participating in an extracurricular ocean sustainability activity aboard the training ship Saltillo and the learning derived from it. The need arises from wanting to know some key ideas that can inspire the design and implementation of ESD-based extracurricular activities that promote the SDGs. The method consisted of a case study using e-logbooks, cover letters, Lego® Serious Play® and questionnaires as instruments. The results expose the students’ interests and academic and personal motivations to take part in the activity. Learning about sailing, sustainability, shared living, and self-awareness of their own transformation are also explored. The study offers ten tips to guide and inspire how extracurricular university activities based on the ESD approach and aimed at the SDGs can be designed.

Perceptions of South Africa’s higher education leaders on the realisation of sustainable development goal 4 quality education

Purpose Higher education institutions (HEIs) play a key role in facilitating increases in socio-economic growth and economic development. Sustainable development goal 4 (SDG 4): quality education is dedicated to ensuring inclusive and equitable access to quality education and lifelong learning opportunities. This study aims to gain leadership perspectives on the extent to which South African HEIs are meeting SDG 4 and deliver insights into whether significant variances in progress exist between public and private institutions. Design/methodology/approach Integrating the sustainable development frameworks of the United Nations and times higher education impact rankings in a positivist research design, this study surveyed 16 leaders from public South African HEIs and 59 from private South African HEIs using an online survey platform. Findings Responses indicate underperformance across institutions concerning the following: the prioritisation of SDG 4 at the highest levels of management, the effective inculcation of this agenda across the entire institution, alignment between SDG 4 strategies and staff expectations and education for sustainable development and global citizenship. Public HEIs have progressed towards the realisation of SDG 4 in aspects such as access to scholarships, inclusion of first-generation students and contributions through research output. Originality/value This study contributes to the limited literature on leaders’ perceptions of progress towards SDG 4 among HEIs in developing economies.

The Role of Universiti Malaysia Perlis (UniMAP) In the Socioeconomic Development of Perlis State Through a Social Entrepreneurship Approach

This study examine the role of Universiti Malaysia Perlis (UniMAP) in leveraging social entrepreneurship as an approach to drive sustainable socioeconomic development within the state of Perlis, addressing the unique challenges and opportunities faced by the region. While previous studies have recognized the potential of social entrepreneurship in promoting sustainable development, there is a need for more context-specific research examining the unique challenges and opportunities faced by individual institutions and regions. The case of UniMAP in Perlis presents an opportunity to contribute to this body of knowledge and provide practical insights. The study employs a qualitative research design, utilizing document analysis, semi-structured interviews, focus group discussions, and observational techniques. Data analysis involves thematic analysis, content analysis, and triangulation approaches to ensure credibility and validity of findings. The findings reveal UniMAP's multifaceted community engagement activities, including outreach programs like the "Jom Belajar" program supporting over 500 underprivileged students, service-learning projects such as the solar-powered water purification system, research collaborations like the "Perlis Padi Wangi" project introducing a high-quality rice variety to 150 farmers, social enterprise incubation supporting ventures like "EduKampung" providing over 10,000 hours of online tutoring, and partnerships with local stakeholders and the state government addressing socioeconomic challenges in Perlis. The study underscores UniMAP's vital role in driving socioeconomic development in Perlis through social entrepreneurship, aligning with the state's development goals like the "Perlis Agropreneurship Vision 2025" and contributing to the United Nations Sustainable Development Goals (SDGs). It provides a model for other Malaysian universities and contributes to the broader understanding of integrating social entrepreneurship within higher education for sustainable development.

Education for Sustainable Development – Securitization in International, National and Local Settings? A Critical Study of Environmental Security in Policies, Education Reforms and Teaching Practices in Sweden

Abstract The study focused on environmental security in relation to international and national aims of Education for Sustainable Development (ESD) to explore if ESD can be understood as being part of a globally implemented securitization process with national empirical studies in Sweden. The perception of environmental threats was first set with regard to international environmental agreements and, mainly, UNESCO’s policy aims of ESD. Expressions, statements and undertakings related to environmental threats were examined through a content analysis of education reform policies. Results demonstrated that the implementation of ESD varied depending on the usage of educational programs and individual understanding of ESD at different societal levels. Individual initiatives among teachers played a significant role in this process. It was also shown that securitization took place both horizontally and vertically and that securitization could be re-activated at the existing societal level although the previous one had ignored the impact of environmental threats to society.

Enhancing decision-making skills through geoscience education for sustainable development

<span lang="EN-US">Sustainable development (SD) can be achieved through education. The goal of incorporating SD principles into education is to enhance both the present and future quality of human life. This study analyzes learning effectiveness by developing education for sustainable development (ESD) based inquiry to improve students’ decision-making skills. Specifically, this study aimed to explore ESD-based inquiry learning tools, analyze student decision-making skills, and analyze student responses to ESD-based inquiry learning tools. The development research used is a 4D model (define, design, develop, and disseminate) and a one-group pre-test-posttest design. Validation sheets, tests, and questionnaires are employed as data-gathering tools. Data analysis using percentage, mean, n-gain, and paired sample t-test techniques. The results showed the following: i) ESD-based inquiry learning tools developed according to the assessment of experts and practitioners are in the valid and reliable category in terms of both construction and substance; ii) the ESD-based inquiry learning is effective in improving students’ decision-making skills with an average gain (gain score) in the high category; and iii) the student's response to each learning process using ESD-based inquiry learning is very good and is considered more exciting and motivating. This finding contributes to educators developing various ESD-based learning materials, especially geoscience materials, to achieve quality learning.</span>

Hindrance to sustainable development: Global inequities, non-progressive education and inadequate science-policy dialogue.

Social habits and economies driven by profit are opposing efforts to reach a path of sustainable development. In addition, many communities worldwide have diverged away from nature through consumerism and technology. In the context of the escalating risks and consequences related to global challenges such as the climate crisis and ecosystem degradation, education for sustainable development and science-driven decision-making offer tremendous opportunities for improvement.

Digital Age and Sustainable Development in Higher Education

Digital Age and Sustainable Development in Higher Education

Evaluation of the urban living lab in HEIs towards education for sustainable development (E-ULL-HEIs)

Evaluation of the urban living lab in HEIs towards education for sustainable development (E-ULL-HEIs)

Sustainable Development

An analysis of the Sustainable Development Goals (SDGs) in South Asian countries, including Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan, and Sri Lanka, highlights the presence of socio-economic and political obstacles. This research examines the challenges that are impeding the accomplishment of Sustainable Development Goals (SDGs), such as poverty (SDG 1), health (SDG 3), education (SDG 4), and economic growth (SDG 8), utilizing data from the World Bank, IMF, WHO, and FAO. The financial facts given highlight the immediate need for significant actions. The report recommends that Developed Countries (DCs) take on a crucial role by allocating at least one per cent of their Gross National Product (GNP) towards development aid. Achieving success in implementing the Sustainable Development Goals (SDGs) requires effective governance and the execution of structural changes. The report advocates for providing development aid from developed countries to underdeveloped countries (UDCs), aiming to foster the exchange of experiences to address common difficulties. The conclusions guide South Asian governments in formulating efficacious economic strategies to achieve the Sustainable Development Goals by 2030. In addition, the study examines 26 papers issued by the Higher Education Commission (HEC) that investigate sustainability in Pakistani Higher Education Institutions. An analysis of this research reveals both advancements and obstacles in pursuing Education for Sustainable Development (ESD). Various stakeholders actively participate in the transformational process, including administrators, leaders, instructors, and students. The examination focuses on governance, communication, coordination, and campus outreach and tackles problems. Aligning with the Sustainable Development Goals (SDGs), prioritizing logistical assistance and excellent education (SDG 4) is crucial. The study is a manual for educators, policymakers, and curriculum creators to promote Sustainable Development, assisting researchers in formulating inquiries for sustainable development objectives.

Exploring the integration of physics education and sustainable development education: resource utilization and environmental awareness cultivation

Exploring the integration of physics education and sustainable development education: resource utilization and environmental awareness cultivation

A COMPREHENSIVE REVIEW OF DESIGN EDUCATION FOR SUSTAINABLE DEVELOPMENT

This paper provides an in-depth analysis of the recent upsurge of interest in incorporating sustainability into design education, recognizing its pivotal role in addressing urgent global challenges. By thoroughly examining existing academic literature, design curriculum, and successful case studies of sustainable design initiatives, it offers a comprehensive overview of the current state of design education for sustainable development. Furthermore, this study explores innovative pedagogical methods and successful tactics for integrating sustainability principles into design education. It also critically evaluates potential challenges and obstacles faced in this endeavor, offering insights into overcoming them.Through this comprehensive analysis, the paper aims to contribute to the advancement of design education for sustainability by providing a nuanced understanding of the current research landscape. By highlighting successful approaches and innovative strategies, this paper seeks to inspire educators and institutions to further integrate sustainability into their design curricula. Ultimately, this research endeavours to foster a more sustainable design practice by equipping future designers with the necessary knowledge, skills, and mindset to address complex environmental and social challenges

Preliminary Developing PBL-ESDG Learning Tools on Global Warming Topics: Needed to Train Earth Science Literacy and Student Creativity

This research aims to analyze the preliminary development process of Problem-Based Learning (PBL) learning tools integrated with Education Sustainable Development Goals (ESDG) on the topic of global warming which aims to train students' earth science literacy and creativity. 3D research design (define, design, develop) is used as a type of initial development research which is an adaptation of 4D design. This research used a validation sheet instrument with assessment indicators in the form of content assessment criteria, presentation criteria, and language criteria. The results of the assessment by 3 experts (2 experts in physics learning instrument development and 1 high school physics learning instructor expert) were analyzed using the percentage of agreement. The research results showed that the entire learning tool was declared valid for each construct, content, and presentation criteria with several improvements. At the development stage, there are improvements to input and suggestions from validators so that the learning tools used are better. Thus, this learning tool can be used for learning to train creativity and earth science literacy for high school students. The recommendation for further research is that this tool can be used as a reference in developing learning tools and implemented in learning on the topic of global warming for high school students level

The role of education in sustainable development: training for effective public administration and development of environmental and food security

This article delves into the profound role of education in shaping sustainable values and fostering a conscientious attitude toward the environment. It examines how education serves as a transformative tool, instilling principles of environmental stewardship and ethical responsibility within individuals. Additionally, the article explores contemporary approaches to seamlessly integrating sustainable development and education. It elucidates how innovative strategies intertwine these two domains, propelling a paradigm shift in learning methodologies and curriculum design. By bridging the gap between theoretical knowledge and actionable insights, the article underscores the dynamic potential of education to cultivate a generation of informed global citizens committed to sustainable practices. Through a comprehensive analysis of these themes, the article underscores the pivotal role of education in nurturing a conscious and responsible approach to the environment while embracing progressive methodologies for achieving the synergy between sustainable development and education.

Importance of Environmental Education in the Context of Natural Sustainability

Anthropogenic activities are causing degradation in the environment at an alarming pace, which in turn causes a host of environmental challenges including acid rain, rising sea levels, incorrect monsoons, and global warming. There are many great things about science and technology, but we are paying an extremely high "price" for them. Industrialization alone is not enough to sustain economic growth. Scientific knowledge and technological advancement can only play a supporting role in the movement toward a more sustainable global environment; they cannot provide the solution on their own. Therefore, individuals need to be empowered with vital information and education if we are to attain an acceptable degree of global environmental sustainability. It is feasible to bring about tremendous changes in the public's thinking via educational institutions since they are the locations where society is most closely encountered. Encouraging learner awareness of ambient conditions in their area and their active engagement in fixing local issues makes environmental education a useful preventative measure to save youngsters living in polluted regions. The impact of environmental education on environmental sustainability is the focus of this study. The literature provides essential understanding into the ways in which Environmental Education (EE) might encourage pro-environmental behaviour via studies that concentrate on the link between various experiences and learning outcomes. In accordance with the importance of environmental education for sustainable development, this research aims to conduct a survey on the effectiveness of an intervention called EESD (Environmental Education Suitability Development) in improving students' environmental knowledge.

Exploring Anomalous Relaxation Models in Prime Number Distribution and Their Relevance to Sustainable Development Education

Exploring Anomalous Relaxation Models in Prime Number Distribution and Their Relevance to Sustainable Development Education

Incidence of Student Participation in The Democratic Culture of School Municipalities

Purpose: Determine to what extent student participation affects the democratic culture of School Municipalities. Theoretical Framework: Focuses on the importance of developing a democratic culture through student participation in spaces such as school municipalities, based on the theories of John Dewey and Roger Hart. Method: A quantitative approach was used with a causal correlational design and a sample of 230 students between 12 and 17 years old, selected from a population of 569 members of the school municipalities through probabilistic sampling. Results and Discussion: It was found that 32.6% of students consider student participation positive, while 33.9% perceive it negatively. Furthermore, 68.3% report a regular perception of the democratic culture in school municipalities. Although there are spaces for participation, student involvement remains low on many occasions. Research Implications: This study seeks to promote democratic culture through student participation in school, thus contributing to improving educational management and aligning with the objectives of sustainable development in education. Originality: Offers a perspective on the role of educational institutions in building a democratic school community through student participation. Conclusion: Student participation has a significant impact (82.5%) on the democratic culture of the School Municipalities, which supports the study hypothesis. It is crucial that students understand their role as citizens and actively participate in school life to build a strong democratic culture.

Attitude and practices of higher education academics on education for sustainable development

This research paper explores the views and perceptions of academics towards embedding Education for Sustainable Development (ESD) into their academic practices and presents study findings on academics’ views on ESD. This study utilized anonymous questionnaires to obtain participant opinions. Participants were encouraged to share personal practices around ESD. This study observed that academics have a diverse perception of the ESD concept, and most academics are aware of ESD to some extent. The results indicate the presence of a statistical relationship between academics’ years of experience in higher education (HE) and their awareness of ESD. Also, early career academics are more likely to be open to incorporating ESD into their teaching practices. In addition to these, this paper discussed that while academics may or may not already be incorporating ESD into their teaching practices, institutional commitment to embedding ESD into policies, staff training, curriculum development, and assessment is critical in ensuring effective integration of ESD into HE. This article was published open access under a CC BY licence: https://creativecommons.org/licences/by/4.0 .