Education For Sustainable Development Research Articles

UGDYMAS TVARIAM VYSTYMUISI PRADINĖJE MOKYKLOJE: BŪSIMŲJŲ PRADINIŲ KLASIŲ MOKYTOJŲ POZICIJA

The results of the survey showed that a large proportion of pre-service teachers, when assessing the situation over the next 10 years in nine key areas (air pollution, deforestation, biotic crisis, greenhouse effect, water scarcity, radioactive waste, GMOs, water pollution, global warming), predicted that the situation would worsen in all areas. It is clear that such scenarios are mostly dependent on the socio-economic development of humanity and what measures/actions will be taken at national and international level to minimise the consequences of such predictions for humanity. The results of the study show that in the national context, sprawl and solid waste are seen as the most pressing environmental problems. Endangered species, deforestation, exotic plants and/or animals are not considered to be a pressing issue in Lithuania. The vast majority of preservice teachers consider their knowledge of sustainable development to be insufficient and say that much more is needed. These findings oblige curriculum designers and implementers to take this into account when improving/restructuring/developing curricula and constructing the content of individual subjects. The results suggest that the majority of respondents consider teaching about sustainable development at an early age to be very important. The latter variable is directly correlated with the need for knowledge about sustainable development. Respondents who emphasise the importance of teaching about sustainable development have a correspondingly higher need for knowledge about sustainable development. In addition, it is found that the majority of the respondents have a positive attitude towards sustainable development and only a small number of respondents have a neutral attitude towards it. The study certainly has some limitations. Firstly, the sample size of the study is small, despite the fact that it is in principle in line with the requirements of a preliminary/pilot study. Due to the homogeneity of the population studied, possible gender differences were not analysed. Keywords: education for sustainable development (ESD), quantitative survey, primary school, pre-service teachers, sustainable development

Values-Based Education for Sustainable Development (VbESD): Introducing a Pedagogical Framework for Education for Sustainable Development (ESD) Using a Values-Based Education (VbE) Approach

It is widely recognized that quality and sustainable education is a key enabler for all the SDGs, and that affective education significantly enhances such education. However, while certain pedagogical approaches have been found to support the competencies and skills within Education for Sustainable Development (ESD), there is no tangible framework to facilitate ESD in classrooms. This paper introduces and demonstrates Values-based Education for Sustainable Development (VbESD): a comprehensive, replicable, and actionable pedagogical framework that explicitly and holistically fosters sustainability as an intrinsic value by using the principles of Values-based Education (VbE) in an ESD context. The VbESD framework presents eight pillars—modelling, Inner Curriculum, reflection, atmosphere and ethos, curriculum, leadership, ethical vocabulary, and sustainable school operations (MIRACLES)⁠—that holistically facilitate the development of intrinsic positive values into quality education for sustainable development. Using a deductive-inductive approach with two mixed-method surveys and 157 responses, VbESD was developed and validated with significant interest in, support for, and willingness to implement the framework. All surveyees responded neutrally or positively to valuing sustainability, believing it is important as an intrinsic value, incorporating sustainability into the educational system, and implementing the VbESD framework. This study proposes VbESD as a potential method for primary educational institutions and educators to nurture resilient, ethically intelligent change-leaders who can champion the social change needed for a peaceful, prosperous, and sustainable world.

Context-Based Teaching through Education for Sustainable Development in Philippine Secondary Schools: A Meta-analysis

Integrating sustainability into pedagogical strategies can potentially catalyze the promotion of sustainable development knowledge and practices, thus making it an imperative trend for educational institutions. The context-based teaching through Education for Sustainable Development (ESD) was instrumental in achieving sustainability competencies and in bringing positive education outcomes in various educational milieus. Studies on its implementation in the Philippine context are still limited. This paper examines the effectiveness of Context-Based Teaching (CBT) through ESD on the science performance of secondary students in the Philippines. It reviewed pedagogical strategies applied to embed Sustainable Competencies (SCs) in the teaching-learning process. Results revealed its effectiveness and highlighted key SCs that were mostly developed and those that were least emphasized. However, the indicated variables did not influence its effectiveness. For further research, other indicators of learning that may potentially affect its successful implementation can be critically investigated.

Building Capacity for Sustainability Education: An Analysis of Vocational Teachers’ Knowledge, Readiness, and Self-Efficacy

In contributing towards the discourse on developing teachers’ capabilities for Education for Sustainable Development (ESD), this study examines the relationships between sustainability knowledge, readiness, and self-efficacy for teaching sustainability concepts among vocational teachers in Malaysian colleges. Grounded in Bandura’s self-efficacy theory, the research assesses the combined effect of teachers’ sustainability knowledge and readiness on their ability to teach sustainability effectively. Using a cross-sectional survey design, a sample of three hundred and seventy-five (375) vocational college teachers and structural equation modeling (SEM), the results indicate no significant link between teachers’ sustainability knowledge and their readiness for ESD. However, a positive relationship between teachers’ readiness and their self-efficacy was found. The study shows that while sustainability knowledge does not directly enhance readiness for ESD, it is a strong predictor of self-efficacy in teaching sustainability. Moreover, readiness has a greater effect on self-efficacy than sustainability knowledge alone, highlighting the importance of conceptual understanding in building teachers’ confidence and competence in sustainability education. Despite focusing specifically on Malaysia and using self-reported data, which to some extent limits the study’s findings, the outcomes offer practical insights for educational policymakers, vocational institutions, and educators. They underscore the need for a comprehensive educational approach beyond just knowledge transfer. This research contributes to the sustainability education discourse and suggests areas for future studies, including exploring contextual differences and adopting longitudinal study designs to better understand the dynamics between sustainability knowledge, readiness, and teaching self-efficacy in vocational education.

Construction of a Counsellor-based Study Style Construction System in Higher Education Institutions

: Study style construction is a key task in the reform and sustainable development of higher education, and it is of great significance for promoting educational and teaching reforms and innovating ideological and political work in universities. The unique academic characteristics of independent colleges require more attention to the customization of the study style construction system. This article deeply analyzes the current situation of study style construction and the urgency of optimizing the system, combining the concepts of 'three all-round education' and 'student-centered theory'. It proposes a 'point-line-surface' construction system, which provides a reference for the construction of excellent study-style construction systems in higher education institutions.

Research on Building a Five-in-One Entrepreneurship Education System for College Students in the Context of Double Creation

With the rapid development of higher education in China, the employment of college students has become a focal point for colleges and universities. The employment of college students is not only related to the national economic development and social stability, but also to the healthy, coordinated and sustainable development of higher education. The new situation of social and economic development has brought new challenges and opportunities for college students' employment. Under the background of "mass innovation and entrepreneurship", more and more college graduates choose to start their own business to realize their life ideals and values. This paper analyzes the focus of entrepreneurship education for college students under the background of double creation and builds a "five-in-one" education system from the five aspects of education concept, education content, education method, education platform and education practice of entrepreneurship education in colleges and universities, with a view to providing references for entrepreneurship education in colleges and universities.

Development of agricultural competences as a priority factor of the sustainable development of Ukraine’s economy

Statement of the problem and its relevance. The intensification of crisis phenomena in the modern labor market in Ukraine is characterized by the insufficient level and number of specialists in the agricultural sector trained by the higher education system, the strengthening of the imbalance between the demand and supply of labor in Ukraine and abroad, large-scale destruction and risks, low labor efficiency and an insufficient and unstable level its payments in the agricultural sector. The current state, problems, and prospects of strengthening agro-economic competencies are studied. The purpose of providing modern educational services is to train future personnel capable of managing a modern enterprise based on environmental friendliness and circularity, to carry out the production and sale of environmentally safe food products that meet the needs of consumers, considering force majeure circumstances, changes in the culture of consumption and projected needs for strengthening the sustainability of business processes for future generations. Education for sustainable development requires the immediate development and implementation of a comprehensive program of continuous training and education of students in ecology, environmental protection, and rational nature management. Recently, as a result of the war, Ukraine has suffered significant losses of economic, ecological, social, and educational potential. This hurt the socio-economic indicators of the country's development, living standards, and population size. Changes to the legislation on several educational measures for adapting young people to new conditions and post-war reconstruction are proposed, and the main elements and competencies adapted to the modern risk conditions of economic development in the agrarian sphere are substantiated. Ukrainian agriculture can realize significant potential only by training young people with a high moral and ethical level who share the world values of sustainable development and care for the environment, an environment important for full entry into the global food market. Knowledge is of excellent importance for recovery and further sustainable socio-economic development in the information society's formation conditions. Their formation takes place as a result of the educational sector fulfilling its mission of socio-economic upliftment. Keywords: sustainable development, agrarian education, competitiveness, sustainable development strategies, post-war competences of the growth of the agro-industrial sector, efficiency of agricultural enterprises, modernization of institutions of higher agrarian education, agrarian economy.

DEVELOPMENT OF SCIENCE LEARNING DEVICES ORIENTED ESD ON ENVIRONMENTAL POLLUTION MATERIALS TO IMPROVE STUDENTS' CRITICAL THINKING SKILLS AND ENVIRONMENTAL LITERACY

This research aims to develop Education for Sustainable Development (ESD)-oriented science learning tools on environmental pollution material to improve critical thinking skills and environmental literacy for junior high school students. This research is development research (R&D) using a 4D model which includes the define, design, develop and disseminate stages. The tools developed consist of Teaching Modules, Student Worksheets, learning media, and evaluation instruments. Expert validation results show the device is feasible with an average score of 4.2/5. In a limited trial at SMP Negeri 2 Bojong Tegal, the implementation of the Teaching Module was 89%, 81% of students were actively involved, 87% gave positive responses. There was an increase in students' critical thinking skills (average 80.2) and environmental literacy (average 84.5). Success was supported by the application of the ESD approach with project learning, case studies, group discussions, and contextual-interactive media. Implementation of the Independent Curriculum with Teaching Modules and ATP increases student learning independence. The constraints of limited time and inadequate facilities were overcome by efficient time management and teacher creativity. Overall, the tools are valid, practical, effective, in accordance with the Independent Curriculum and 21st century learning with high-level thinking skills, environmental literacy and learning technology.

Problem-Based Learning Tool Integrated with Education for Sustainable Development on Biodiversity Topic to Improve Science Literacy

Education for sustainable development (ESD) has become a focus in learning in line with demand in biology learning outcomes in the merdeka curriculum. Problem based learning (PBL) with the integration of ESD prepare students with science abilities considering the fact that students' scientific literacy in Indonesia is still very low. This research aims to develop ESD-integrated PBL learning tool as a reference that teachers can use in implementing learning with ESD approach and to determine the effectiveness of learning tool in improving students' scientific literacy. This research used ADDIE model; analysis, design, development, implementation and evaluation. The developed learning tool consists of lesson plan, worksheet and learning assessment instruments. This research instrument consists of validation questionnaire by expert validators and teachers, students’ response questionnaire, and scientific literacy questions. The results of this research showed that the developed learning tool was feasible and could be used in classroom based on the assessments of expert validators and teachers. The worksheet developed received a good response from students. Based on the n gain analysis, the application of PBL integrated ESD learning tool increases students' scientific literacy skills in the medium category

Applying structural equation modeling to examine the role of teacher beliefs and practices in differentiated instruction in physical education: Multiple mediation analyses

AbstractDifferentiated instruction remains one of the most important frameworks for the global education community to achieve sustainable educational development goals and inclusive education. It is also one of the most critical challenges for teachers in different subjects. This study used structural equation modeling to examine the role of teachers' practices and beliefs in implementing differentiated instruction in physical education. Using a sample of 527 preservice teachers, we found that a growth mindset was the strongest predictor of differentiated instruction, followed by flexible grouping and differentiating the curriculum. In addition, multiple mediation analyses revealed that differentiating the curriculum and flexible grouping mediated the relationship between a growth mindset and differentiated instruction. We also guide teacher educators to develop teachers' growth mindsets and help teachers better understand differentiated instruction in physical education.

Factors Influencing Sustainability Communication of Communication Arts Students in Thailand

This study aimed to construct a causal relationship model of factors influencing communication arts students’ qualification for sustainability communication (SC), examine the goodness-of-fit model with empirical data, and analyze the effect size of the causal relationship model in terms of influencing factors. Data were collected from 400 communication arts students using a set of questionnaires rated on a five-point scale. The results were analyzed using IBM SPSS Statistics 23.0 and LISREL version 8.80 to determine the causal relationship model. The findings revealed that the construct of the causal relationship model of factors influencing SC of these students comprised four latent variables measured from 12 observed variables. Moreover, the influencing factors were consistent with the empirical data at a good level considering the accordance index, which consisted of x2 = 13.153, df = 25, p-Value = 0.974, RMSEA = 0.000, Standardized RMR = 0.006, GFI = 0.996, and AGFI = 0.979. The causal relationship model of the factors affecting SC revealed that education sustainable development could have direct, indirect, and total effects; the knowledge-based journalist concept could have direct, indirect, and total effects; and communication art principles could have direct and total effects, respectively.

Temporal-spatial analysis of urban education and research efficiency: A case of Yangtze River Delta urban agglomeration, China

Evaluating the efficiency of education and research plays an important role in optimizing resource allocation and promoting sustainable development of science and education. The Yangtze River Delta Urban Agglomeration (YRDUA) is one of the most developed regions in China in terms of economy, science and education, and culture. Quantifying and analyzing its education and research efficiency is of great significance for the development of this urban agglomeration. Therefore, this study applied Data Envelopment Analysis (DEA) to evaluate the education and research efficiency of YRDUA from 2000 to 2021, and applied GIS visualization methods to analyze its spatiotemporal distribution characteristics. The research results indicate that due to the steady implementation of the Yangtze River Delta regional integration strategy, the overall scientific and educational efficiency of the Yangtze River Delta is showing a continuous upward trend. At the same time, the efficiency gap between different cities in the region is showing a narrowing trend,

Exploring the factors shaping business students’ environmental concern

Purpose Increasing the need for education for sustainable development in universities requires an understanding of the predictors of students’ environmental concern (EC). In this paper, the authors focus on the EC of business students because of their future responsibility for business operations regarding the exploitation of natural resources. The aim of the study is to examine the predictors of business students’ environmental concern. Design/methodology/approach Based on the Norm Activation Model as the theoretical framework, this study hypothesizes the model of EC with two main predictors: ascription of responsibility for the environment (AOR), driven by locus of control and self-efficacy (LC/SE), and awareness of positive consequences of consumption reduction on the environment (AOC), driven by perceived environmental knowledge. Structural equation modelling was applied to confirm the conceptual model based on the responses of business students from six countries (Czech Republic, Croatia, Hungary, Poland, Slovakia and Spain) collected through an online survey. Findings The environmental concern of business students is predicted both by the ascription of responsibility and by awareness of consequences; however, the ascription of responsibility is a stronger predictor of EC. A strong impact was found for internal locus of control and self-efficacy on AOR, as well as a weaker influence of perceived environmental knowledge on AOC. Originality/value Sustainability education dedicated to business students should provide environmental knowledge and strengthen their internal locus of control and self-efficacy in an environmental context.

Navigating shallow waters: Symbolic violence and its implications for education for sustainable development in neoliberal Japan

In the face of ongoing ecological, economic, and social concerns, the UN’s sustainable development framework emerges as a map for securing a brighter tomorrow. Yet, against this backdrop, the neoliberal values of deregulation, open marketisation, and individualisation constrain sustainable development outcomes. Building on previous research conducted in Japan, a nation positioned at the forefront of Education for Sustainable Development (ESD), this ‘think piece’ seeks to offer a critical examination of its implementation and positionality within Japan’s education system, specifically the imbalance between public and private educational providers. Drawing on Bourdieu’s symbolic violence, we seek to shed light on the social norms (in this case, skill-based human capital development) replicated through education, the long-standing power structures reinforcing them, and finally, the gap between the ‘haves’ and ‘have nots’ in terms of access to attaining covetable neoliberal skills. The goal of this piece is not to reject the altruistic good of ESD. On the contrary, through this analysis, we hope to generate greater awareness by engendering a more meaningful and transformative ESD aligning with sustainability as a shared public good. Consequently, we call for more equitable ESD available to all students, regardless of educational setting.

Enhancing sustainable development in education: Reality of cloud computing applications in activating e-learning at King Faisal University

After the outbreak of the COVID-19 pandemic, the world turned towards intensifying the implementation of modern educational technologies in general, especially those related to remote teaching and learning. These technologies have proven to save learners considerable time and effort, particularly in emergencies that necessitate a shift from traditional to remote education systems. They offer easy and secure methods for remote teaching and learning. One of the most significant modern technologies in this context is cloud computing, a term that refers to on-demand access to computer resources and systems over the network. Cloud computing can deliver a range of integrated computer services without being constrained by local resources, aiming to facilitate user interaction. The successful use and integration of cloud computing applications in educational institutions are key indicators of achieving outstanding educational quality. This includes attaining the highest possible levels of sustainable development competencies in education. The effectiveness of utilizing these applications is contingent upon the proper management of educational technology applications and their flexible and rapid activation from any location through the Internet. Therefore, this study aimed to assess the current utilization and deployment of cloud computing applications in activating e-learning at King Faisal University and provide insight into realizing the desired outcomes of implementing one of the most crucial e-learning technologies as a means of achieving sustainable development in education. This was accomplished by identifying the problems and challenges facing the use and deployment of this technology in educational institutions in the Kingdom, specifically at King Faisal University. Additionally, the study aimed to propose ways to enhance the utilization of certain applications utilizing this technology in e-learning within educational institutions.

Psychological approaches to sustainability: Implementing intervention model for sustainable development in physical education

AbstractOne of the pending challenges facing Education for Sustainable Development is to change students' behavior in favor of sustainability so that these are lasting and even transferable to other people. This study analyzes how various psychological factors, including motivation, attitudes, beliefs and emotions, can be channeled to enhance social and ecological awareness through education. This paper presents an innovative approach to Sustainable Development (SD) in education, focusing on Physical Education. It highlights the intersection of Psychology, education and sustainability, showing how the first two can contribute significantly to lasting changes in students' behavior. Based on this, the Intervention Model for Sustainable Development in Physical Education (PESDIM), which combines psychological theories with specific educational strategies, is presented. In this model, which can be replicated in other educational disciplines, psychological theories are based on social interaction and norms, identity construction, motivation, beliefs and individual efficacy to improve awareness of sustainable development. The paper highlights the need for a holistic and practical approach to sustainability education in general and Physical Education in particular, stresses the importance of psychology and advocates for an educational transformation that holistically integrates sustainability into teaching methods and objectives.

Empowering Teachers: Self-Regulated Learning Strategies for Sustainable Professional Development in Initial Teacher Education at Higher Education Institutions

Promoting self-regulated learning (SRL) skills among teachers has emerged as a sustainable professional-learning approach, contributing not only to equip teachers with tools for lifelong learning and professional growth but also to the overall quality of the educational system. Recognising teachers as pivotal agents in this endeavour, this study addresses the under-researched area of promoting SRL skills during initial teacher education at higher education institutions. This study examines factors promoting key SRL strategies among 546 Catalan pre-service teachers. Controlling for students’ sociodemographic information, multiple regression analyses are used to make inferential judgments and test the separate effects of the independent variables. The findings emphasise the importance of maintaining a proactive attitude that does not preclude them from seeking help when needed, as well as equipping pre-service teachers with the ability to identify the required academic resources and to maintain their engagement and motivation for self-directed learning. Through rigorous analysis, this study not only provides valuable insights into the factors shaping SRL skills but also highlights the broader sustainability narrative within education. Moreover, the study advocates equipping pre-service teachers with the skills to identify necessary academic resources, promoting resource efficiency, and fostering a culture of continuous learning and adaptation.

CONFINTEA VII and the Call to Climate Action: Clarifying Roles for Adult Learning and Education

Climate change and climate education concern more than climate and the environment, as our social and economic systems both rely upon and are impacted by climate and environment. We cannot address the human impact on our global climate and local environments without several nations reconstructing their social and economic systems to be equitable and inclusive. According to several key global guidance documents related to adult learning and education (ALE) and climate education, adult educators have significant roles in developing learners capable of engaging in climate and environmental action. However, defining climate education and roles for adult educators is not well-defined or explicit. To gain clarity in how ALE providers can facilitate learners’ understanding of how social/political, economic, and natural systems intersect to create and perpetuate the oppression, marginalization, and destruction of humans and the world upon which we depend, a close review of global guidance documents is warranted. This article analyzes key documents, such as the Marrakech Framework for Action (MFA), Education for Sustainable Development: A roadmap (ESD for 2030), and the International Council for Adult Education Spotlight Report for CONFINTEA VII. This process resulted in clarification of the definition of climate education from an ALE perspective and suggestions of explicit roles for ALE providers in the realm of climate education.

Kenyan Rock Art: protecting the past, facilitating the future through immersive technologies, archaeology, and drama education

ABSTRACT This article responds to Olof Franck’s vision of a less didactic and more creative approach to Education for Sustainable Development. We consider how a multidisciplinary applied theatre project, bringing together Earth Sciences, Ancient Rock Art, storytelling, digital technology, and drama education knowledges and techniques can foster a more creative approach. The article is rooted in our analysis of the African Rock Art: protecting the past, facilitating the future project. We reflect on the challenges and possibilities of engaging with issues of climate crisis, responsibility, agency, and action in the Korogocho informal settlements in Nairobi, Kenya.

Role Of Problem-Solving Ability In Promoting Sustainable Development

Education for sustainable development is referred to as education that “empowers learners to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity.” Sustainable development needs innovation to drive competitiveness, and demands technological infrastructure to create an environment where the latest technology and knowledge can blend to trigger new approaches and solutions. Therefore, sustainable economic growth requires new qualities and different features, and solicits educational systems to equip learners and students with skills and competencies that help them manage change and generate and execute ideas through flexibility and initiative. Problem solving ability is one of the important abilities that students need to achieve in learning and is part of the Education for Sustainable Development (ESD) goal competence. Problem-solving skills are essential for sustainability, as they allow you to address complex and dynamic challenges, find innovative solutions, and adapt to changing circumstances.