Education Sustainable Development Goal Research Articles

Application of Innovative Keyword Analysis Methodology within the Framework of SDGs in the 8th Grade Turkish Course Textbook

This study aims to enhance the contribution of education towards achieving the 17 Sustainable Development Goals (SDGs), which the United Nations (UN) describes as an urgent call for action. Education has garnered increasing interest in this regard, and this study conducts a systematic review of literature on the integration of SDG keywords into education. The study utilizes keywords from 10 relevant studies and employs a new methodology to analyze and weigh these keywords. This results in a comprehensive and robust list of keywords. The study also assesses the level of integration of SDGs in educational materials using this methodology. Furthermore, it identifies the integration level for each SDG and highlights any gaps in integration. The study offers a broad perspective on the subject by proposing a framework to guide educational institutions in integrating the SDGs into their materials. The innovative methodology allows for a measurable assessment of the integration of SDGs in education, with potential for further development and expansion.

Impact assessment methods for teaching activities on sustainable development goals in higher education institutions: A case study from a Bosnian university

This study explores various approaches for assessing the impact of teaching activities on Sustainable Development Goals (SDGs). In addition to the well-known keyword search method, the study also introduces innovative methods utilizing text similarity algorithms, specifically Jaccard and Cosine algorithms. The performances of the traditional keyword search method and the proposed text similarity algorithms are then compared with the results obtained from a self-identification study conducted among the academic staff within the case study context. The strengths and weaknesses of each method are also discussed, aiming to contribute to a comprehensive understanding of impact assessment methodologies in the context of SDGs in education.

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

Inventive leadership styles and their impact for achieving sustainable development goals in education at secondary schools: a case study from Multan, Pakistan

Globally, as we progress toward a more sustainable future, the sustainable development goals (SDGs) must be incorporated into various sectors, including education. This article explores the significant impact of inventive leadership styles on SDGs in education at the secondary school level in Pakistan. Based on this study, four hypotheses were developed using leadership variables such as empowerment of leadership, inspiring learners, resilient visions, and lead transformation. A quantitative survey method was utilized in this study. The researchers selected convenient sampling to collect data from 288 teachers, including heads of schools and administrators from 89 institutions. The data collection process included using a survey questionnaire to collect data on leadership styles and their relationship regarding SDGs within the field of education. In order to analyze the given data, two software programs were used, namely SPSS and Smart PLS 4.0. Several statistical methods were used to examine the collected data, such as confirmatory factor analysis (CFA) and structural equation modeling (SEM), which were implemented to confirm the measurement model. Additionally, path analysis was conducted to determine the relationship between independent and dependent variables. The findings revealed that overall leadership styles have a great positive impact on SDGs in education. Based on results, it has been found that it would be beneficial if leaders/teachers enhance their struggle using inventive leadership styles for achieving SDGs, fostering transformative education, and ensuring that learners and societies benefit from a more equitable and resilient future. Additionally, the need for more resources, resistance to change, and a need for leaders’/teachers’ professional development have been identified as potential obstacles. To overcome these challenges, a collaborative approach among stakeholders, policy support, and innovative practices are recommended.

A sustainable health and educational goal development (SHEGD) prediction using metaheuristic extreme learning algorithms

The United Nations established the 17 Sustainable Development Goals (SDGs) in 2015 to address issues like gender equality, clean water, health, education, and hunger by 2030. Of the 17 SDGs, health and education have an outsized impact on countries’ socioeconomic development, so providing insights into progress on these two goals is crucial. Machine learning can help solve many real-world problems, including working towards the SDGs. This paper proposes using a metaheuristic ensemble of Cat Swarm Optimization algorithms with Feed Forward Extreme Learning Machines, called Sustainable Health And Educational Goal Development (SHEGD) Prediction, to effectively contribute to countries’ economic growth by achieving health and education SDGs through machine learning. The model is assessed using UN SDG datasets and performance metrics like accuracy, precision, recall, specificity, and F1-score. Comparisons to other machine learning models demonstrate this model's superiority in designing a recommendation system for progressing towards the health and education SDGs. The proposed model outperforms the other approaches, proving its value for an SDG recommendation system design.

Perceptions of the sustainable development goals: a Q-methodology study with Turkish preservice teachers

This study identified preservice teachers’ perceptions toward the Sustainable Development Goals (SDGs). The study group comprised 22 Turkish preservice primary school teachers. The Q-methodology was adopted, the statements of which concerned the 17 SDGs. The data analysis revealed two main perspectives: the prioritization of basic human needs and the prioritization of future human needs. As a common perception, preservice teachers placed a higher priority on peace, justice, and strong institutions, no poverty, and quality education than on any of the other SDGs. The results shed light on how preservice teachers perceive the SDGs. Different perspectives of preservice teachers on the SDGs may influence their future teaching practice. This study highlights the importance of considering different perspectives among preservice teachers to ensure the effective implementation of SDGs in education.

Utilisation of augmented reality technology in physics education: A bibliometric analysis and its impact on Sustainable Development Goals (SDGs)

The utilization of Augmented Reality (AR) Technology is very interesting and should be applied and researched further. This study aims to investigate the trend of using AR technology in physics learning and its impact on SDGs in education, as well as provide recommendations to improve the application of AR in Physics education. The methods used in this research are literature reviews and Meta-Analyses (PRISMA), combined with bibliometric analysis using the Scopus database. The findings show that research on AR Physics Education has increased significantly over the past ten years. The most common document type is conference papers, with the most document sources from conference proceedings and the most country publication contribution in Indonesia. These findings highlight the importance of increasing research related to AR Physics Education to impact the achievement of Sustainable Development Goals (SDGs) because learning is closely related to the learning environment. Future research should be more explorative, especially in exploring the potential of AR for sustainable-based learning, which is supported by a learning environment as a supporter of sustainable and STEM-based learning to improve higher-order thinking Skills (HOTS) and physics problem-solving skills. With environmental and STEM-based approaches, physics learning can be relevant to the real world to achieve SDGs.

Green training and pro-environmental behaviour enhancing education sustainable development goal at higher education institutions: conceptual approach

Green training and pro-environmental behaviour enhancing education sustainable development goal at higher education institutions: conceptual approach

Sustentabilidade social e promoção da leitura: vínculos entre políticas públicas e a educação de qualidade no Brasil

Abstract This paper was aimed at knowing to what extent the Brazilian public policiesPlano Nacional do Livro e LeituraandPolítica Nacional de Leitura e Escritamerge with the United Nations Sustainable Development Goal 4 of quality education, namely Quality Education, from a social sustainability perspective. A mixed-methods approach was required for this purpose due to both quantitative and qualitative approaches to dealing with the data. We chose the Content Analysis research method to analyze them. Specifically, we used the categorical analysis technique and established a coding scheme. The policiesPlano Nacional do Livro e LeituraandPolítica Nacional de Leitura e Escritamerge with only three out of ten Sustainable Development Goal 4 targets, being: (a) to guarantee meaningful learning processes (4.1 target); (b) to offer scholarships for professional development (4.b target); and (c) to develop teacher training programs (4.c target). However, other linkages not related to the Sustainable Development Goal 4 were observed. They concern the following: (a) copyright and book economy matter; (b) social reading practices; (c) learning environments where to promote reading; (d) research and studies on the book production chain and information consumption market; (e) the use of technology to enhance reading promotion practices; and (f) symbolism during activities of reading promotion. The study concludes that despite the potential of Brazilian public policies for reading promotion to leverage quality education within the realm of social sustainability, the documents analyzed do not exhibit significant correlations with Sustainable Development Goal 4 of the 2030 Agenda. This suggests that the Plano Nacional do Livro e Leituraand Política Nacional de Leitura e Escrita should incorporate the seven missing requirements of the Quality Education Sustainable Development Goal (4.2, 4.3, 4.4, 4.5, 4.6, 4.7, and 4.a target), demonstrate all the ten targets, and establish a reading policy based on sustainable development until 2030.

Assessing progress in tracking progress towards the education Sustainable Development Goal: Global citizenship education and teachers missing in action?

In this commentary, we reflect on progress made in tracking progress towards two targets associated with the education Sustainable Development Goal, namely on global citizenship education (4.7), and on teachers (4c). We highlight that both these targets suffer from problems in their final design, with the global citizenship target becoming a ‘residual target’, and 4c becoming narrowly focused on the supply of teachers. In both cases, the core intention of the targets has become lost in translation into indicators, with a focus on inputs rather than outcomes. Notably, attention to equity, which is at the heart of the goal overall, and key to quality learning, has become missing in this translation. In going forward, we argue for a need for meaningful participation beyond technical experts in the articulation of both targets and indicators simultaneously, and importantly shifting the focus from institutions in the global North.

The case for educational reparations: addressing racial injustices in sustainable development goal 4

This paper presents an examination of the education Sustainable Development Goal (SDG 4) through the lens of race. It argues, at this mid-way point of the SDGs, that race continues to be erased, acting as an absent presence, in global educational policy, practice and goals. To address this, the paper calls for a radical review of contemporary development discourse such that the SDGs, and in particular SDG 4, are framed in ways that acknowledge histories of colonial exploitation and epistemic violence. Acknowledging these histories and their reproduction in the Western-led development project, the paper advocates for reparative redress. It argues for the re-orientation of SDG 4 in the interests of racial justice in education by calling for the material redistribution of resources, challenging the hegemony of the Western episteme in curriculum and languages of instruction, holding international agencies and governments to account and reforming the governance of SDG 4 in ways that prioritise racial justice. The paper takes the position that while education has been detrimentally implicated in the Western colonial and development project, it has a key role to play in challenging racist systems as the global community looks towards the 2030 Agenda and beyond.

Design Thinking as a Case-based Learning for College General Education Courses

Design thinking is vital for attaining sustainable development goals (SDG) or SDG in education. This article investigates the status of design thinking education in realizing SDG in education. The intentional requirement for using innovative design to enhance national competitiveness is discussed regarding the "Made in China 2025" policy document. It then investigates the current status of design thinking curriculum development in China, counting the adoption of Western models and the formation of project cooperation mechanisms, the combination of design thinking into general education courses, and the rise of online courses over the development of the Internet. Five international best practices of design thinking courses are offered, i.e., Stanford University, the University of Miami, the Royal College of Art, Vanderbilt University, and Tama Art University. These practices tell the different features of design thinking courses and emphasize the importance of interdisciplinary collaboration, actual problem-solving, And the cultivation of a humanistic spirit and social responsibility. The article then highlights vital lessons and conclusions from design thinking education in general higher education courses. These include the importance of human-centered, social, and computational thinking, the value of interdisciplinary collaboration in developing collaborative empathy, and the practical problem-solving skills and creativity that design thinking can undertake. To sum up, the design thinking course is an effective way to improve the design thinking level of college students and change the existing teaching methods of various majors, and it has significant benefits for both students and enterprises. Overall, the paper provides a comprehensive picture of the importance of design thinking education in achieving educational sustainability, highlighting its potential for developing innovative and practical problem-solving skills in college students and its relevance to various disciplines and industries.

The sustainable development goals in a Bachelor of Design course; current integration and benefits, constraints and opportunities for deeper integration

PurposeUniversities’ unique position within society means they have an important role to contribute to sustainability and to help achieve the sustainable development goals (SDGs), which are one of the most widely recognised articulations of sustainability. This study aims to look at the integration of the SDGs in education, specifically, in the Bachelor of Design (B-DES) “pathways” at the University of Melbourne, Australia.Design/methodology/approachInterviews with pathway coordinators and a survey of all 45 core subjects were used to understand the current degree of integration and the benefits, constraints and opportunities of deeper integration.FindingsSustainability is deeply incorporated into B-DES curricula, but the SDGs are not. Most teachers, but particularly pathway coordinators, see value in deeper incorporation. Issues that constrain this include some students’ fatigue with the idea of “sustainability”, a crowded curriculum and some teachers’ scepticism, even disdain for the SDGs, which they see as contradictory, too broad or overly political.Originality/valueThis study sheds light on the extent of integration and reveals several possible pedagogical approaches: analysing what industries need to do to make a proportionate contribution to achieving the SDGs, critical review of industries’ use of and alignment with the SDGs, comparing and contrasting the SDGs with disciplines’ theoretical frameworks and critiquing the SDGs’ ambition with reference to the capabilities and technologies of a discipline. Provided they are done with due consideration of the SDGs’ limitations, these methods of integration have the potential to better prepare students as global citizens and for international employment.

A Proposed Strategy Based on Instructional Design Models through an LMS to Develop Online Learning in Higher Education Considering the Lockdown Period of the COVID-19 Pandemic

The COVID-19 pandemic has left more than 1.6 billion children and young people in 161 countries, nearly 80% of students enrolled in education systems globally, out of school. Many countries have resorted to online learning to reduce the repercussions of this shutdown. Many challenges have emerged, the most important of which are infrastructure and communication, and the knowledge of teachers and administrators of the necessary tools and processes are also key factors in providing online learning. In fact, nationwide lockdowns could have been an opportunity to test technological interventions for distance learning. Unfortunately, few systems have reached this point and are ready for implementation. The current study aimed to propose a strategy for distance education using the focus group method to gather the opinions of experts in the field of learning technologies and analyze their responses using text analysis software considering the McKinsey 7S Framework. The study found that the proposed strategy based on instructional design models that use OERs, i.e., blogs, audio recordings, and other resources, can improve the quality and efficiency of learning, provide students with skills, and achieve sustainable development goals in education in the Kingdom of Saudi Arabia.

The education Sustainable Development Goal and the generative power of failing metrics

Abstract The article traces the development of the epistemic infrastructure of the education sustainable development goal (SDG) in order to examine the ways that the incremental buildup of the discourse, technical expertise, and necessary—although always fragile—alliances facilitated a paradigmatic policy shift in the field of education: This is the move from the measurement of schooling to the measurement of learning. Through an analytical lens that examines the entanglement of the material, semiotic, and political and temporal/spatial elements of the infrastructure, the article shows how the sustainable development goal 4 (SDG4) as an epistemic infrastructure enabled a fundamental reorientation in the field of global education governance. The article discusses the ways that quantification, despite—and often thanks to—its failings, folded contested discourses, decision-making, politics, and ideas into its processes. Thus, the paper argues that the making of the SDG4 represents a paradigmatic policy shift; one that is not only to be traced in the move from schooling to the policy prioritization of learning outcomes but also in the very production of global public policy through the work of the SDGs as epistemic infrastructures.

Green Training and Pro-Environmental Behaviour Enhancing Education Sustainable Development Goal in Higher Education Institutions: A Conceptual Approach

Green Training and Pro-Environmental Behaviour Enhancing Education Sustainable Development Goal in Higher Education Institutions: A Conceptual Approach

Beyond the Fence: Constructed and Found spaces for children's outdoor play in natural and human-induced disaster contexts – Lessons from north-east Japan, and Za'atari refugee camp in Jordan

Play is part of the nature of childhood and affirmed as important internationally in the United Nations Convention on the Rights of the Child. It is therefore an anomaly that play is not a pillar of humanitarian aid and this is of particular concern because children are displaced and become refugees disproportionately compared to adults, as a result of both natural and human-induced disasters. Play can help children deal with some of the traumas resulting from a disaster and thus contribute to their health and well-being Sustainable Development Goal 3 (SDG3) and help prepare them for education Sustainable Development Goal 4 (SDG4). Using the theoretical framework of constructed and found spaces for children's outdoor play the paper explores these in two contexts: after the triple disaster in north-east Japan and Za'atari refugee camp in Jordan. The results indicate that in the temporary housing areas of these disaster contexts children play in found spaces which are proximal, associated with temporary housing, and distal, beyond the temporary housing. New constructed spaces were stand alone or associated with safety/educational facilities for children but there were differences in this provision between the two contexts, with more provision in the bounded refugee camp than in the geographically dispersed disaster area in Japan. This difference in provision is suggested as being the result of several factors but may also reflect the fact that provision for children's play is not a pillar of humanitarian aid, which it should be in order to protect the child's right to play in such traumatic situations.

Research on lifelong learning in Southeast Asia: A bibliometrics review between 1972 and 2019

Lifelong learning (LLL) is an evolving field that is expected to contribute to attaining Sustainable Development Goals in education in the 21st century. In line with this expectation, research on L...

Education Research in Sub-Saharan Africa: Quality, Visibility, and Agendas

This article combines large-scale bibliometric analysis of publications on education by researchers based in sub-Saharan Africa with researchers’ accounts of their priorities and practice. Patterns in the thematic foci of the research from 48 countries in the region are considered from the perspective of international policy statements (the Education Sustainable Development Goal and the African Union’s Agenda 2063), alongside analysis of funding, coauthorship, and citations. We find a large number of publications by these scholars in reputable journals that merit greater scholarly engagement. Furthermore, evidence presented in this article challenges claims about the dominance of Northern research agendas in sub-Saharan Africa.

Application of Probability-Based Link-Tracing and Nonprobability Approaches to Sampling Out-of-School Youth in Developing Countries

Abstract Motivated by the United Nations’ Education Sustainable Development Goal of all young people achieving at least basic literacy and numeracy skills, the Organisation for Economic Co-operation and Development has undertaken a pilot study of the Programme for the International Student Assessment (PISA) for developing countries. In this study, PISA is administered in five developing countries to 14- to 16-year olds who are either out of school or in school below grade 7. The target population is about 1–3 percent of the overall population for the participating countries. Several options to achieve adequate representation were presented to countries. To simplify operations, reduce costs, reduce bias, and achieve sample size goals, a probability-based link-tracing approach was designed and attempted in countries as one of the several approaches administered. In this article, we provide an evaluation of the approach and describe its application toward providing proficiency estimates with adequate representation of the target population.