Sustainable Education Research Articles

Educational Supervision Pedagogy in the Post COVID-19 for Sustainaing Development

This paper discussed educational supervision pedagogy in the post COVID-19 era for sustainable education. Meaning of the key words such as education supervision, pedagogy, COVID-19 era and sustainable education were defined after an introduction of the main topic. A discussion of the difference was made educational supervision pedagogy before and after COVID-19 such as in-person observation and feedback for teachers, as well as face-to-face professional development sessions and use of online platforms. Relationship between educational supervision pedagogy and sustainable education were giving to include Project-based learning and Integration of sustainability principles. Problems of educational supervision after COVID-19 were listed to include; supervisors not having knowledge of how to support teachers and students in the transition from face-to-face to online teaching and how to focus on addressing the needs of teachers while engaged in online teaching. Suggestions such as Supervisors need to have all the skills and knowledge needed before taking up the role of school supervisors. Those that are already in it should go for training and retraining from time to time to expand their skills, knowledge and development, they should find out ways in which they can support teachers at any point in time. This will in turn enable the teachers to attend to students effectively.

Integrating Playful Learning to Enhance Education for Sustainability: Case Study of a Business School in Slovenia

Business schools play a pivotal role in training future leaders equipped to tackle complex challenges in sustainable development. This study investigates the effects of integrating playful learning methodologies into sustainable entrepreneurship education, aligning with the goals of education for sustainable development and Sustainable Development Goals. The research involved a quantitative approach, utilizing pre- and post-intervention surveys targeting 50 business school students to assess changes in their knowledge of sustainable entrepreneurship, entrepreneurial skills, and engagement levels. Results from descriptive statistics and paired t-tests revealed significant enhancements; knowledge scores increased from an average of 3.01 to 3.70 (t(49) = −23.04, p < 0.001), skills scores from 3.19 to 3.90 (t(49) = −20.88, p < 0.001), and engagement scores from 3.40 to 4.00 (t(49) = −16.28, p < 0.001), indicating statistically significant improvements across all measured domains. These findings suggest that playful learning methodologies can profoundly enrich the educational experience, making it more dynamic and impactful. The study underscores the potential of such pedagogical strategies in fostering a comprehensive understanding of sustainability and cultivating essential competencies among future business leaders. This research has significant implications for curriculum design, advocating for the inclusion of interactive and experiential learning methods to improve educational outcomes and better prepare students for the complex challenges of sustainable development.

Entrepreneurial Education and Intention as a Panacea for Sustainable Development Goals: Evidenced Among Public and Private University Students in Southwest, Nigeria

The study was carried out to investigate the impact and also compare the motivational impact level of sustainable entrepreneurship education on sustainable entrepreneurial intention among public and Private University Undergraduate in Southwest, Nigeria. It adopted survey research design, a sample size of 3,542 out of 26,898 university undergraduates from the selected Public and private universities in Ogun, Osun, and Oyo States were selected. Primary data was sourced using a structured questionnaire. Descriptive statistics was adopted to get the mean and standard deviation of the constructs for the variable under investigation, while Mann-Whitney U-test was used to examine the differences in the impact level and Linear Regression was used to analyse the impact of sustainable entrepreneurship education of sustainable entrepreneurial intention. Findings showed that sustainable entrepreneurship education have significant impact (F1, 3540 = 21187.94; R<sup>2</sup> = 0.8568; P < 0.0000) on Sustainable Entrepreneurial intentions. Also, the public Universities (μ<SUB>R</SUB>=1584.96) students have more of motivational impact level in terms of sustainable entrepreneurship education compared to students in private Universities (μ<SUB>R</SUB>=2035.35). The study recommends based on its findings that the Federal government should also contribute towards putting in place infrastructure for entrepreneurial and skill acquisition in private Universities.

Sustainable entrepreneurship education: Impacts of the circular economy, health literacy, and well‐being

AbstractEducation systems that integrate sustainable entrepreneurship education, digitization, and the circular economy (CE) have an effect on well‐being and provide a holistic approach to the promotion of sustainable development. Higher education institutions have a valuable dual role in disseminating the CE as a new sustainability paradigm through both the teaching of students and the preparation of future teachers toward the incorporation of sustainability into other educational levels. This study focused on new health literacy (health competence) findings, with the aim to analyze the health literacy, well‐being, and socioeconomic status of university students in the era of new normality post‐pandemic (COVID‐19). The analysis was based on the health literacy questionnaire of Van der Vaart, WHO‐5, and the MacArthur Scale of socioeconomic status. The results showed that health literacy among students in Romania tended to improve during the pandemic based on their experience with digital media. This effect was particularly evident in the assessment of health information and digital health competence.

CHALLENGES OF GREEN SCHOOL QUALITY ASSESSMENT

The Green School Quality Standard offers criteria for integrating holistic institutional and sustainable development education, that demonstrate commitment to green education, integrate environmental principles and climate action into the delivery of school educational services. The ultimate goal of the standard is to provide a complete educational roadmap, that ensures continuity and interdependence between educational stages, from early years to higher education. In article recommendations are made for improving the implementation of the audit for quality of green education, discussing also the road map for completing audit processing of the results from activity of the green school.

Unleashing Lecturer Performance in Malaysian Higher Education through Green Organizational Culture: The Mediating Role of Work Motivation

This study examines the influence of green organizational culture on work motivation and its subsequent effect on lecturer performance within the context of sustainable development education in higher education institutions. Using a sample of 308 lecturers from Malaysian universities, data were collected through a Google Forms questionnaire and analyzed using Smart PLS. The results indicate a significant positive relationship between green organizational culture and work motivation, which in turn, significantly enhances lecturer performance. This study provides both theoretical and practical implications by contributing to the growing body of knowledge on sustainable organizational practices and their role in fostering employee motivation and productivity. Future research should expand the scope to different geographical contexts and employ longitudinal studies to gain a deeper understanding of these dynamics over time. Overall, the findings underscore the importance of integrating sustainability into organizational culture to promote a motivated and high-performing academic workforce.

Examining Teachers’ Computational Thinking Skills, Collaborative Learning, and Creativity Within the Framework of Sustainable Education

This study seeks to explore the relationship between science teachers’ computational thinking skills, collaborative learning attitudes, and their creativity in the context of sustainable education. The study adopted an explanatory sequential design, which is one of the designs used in mixed-method research. A total of 369 science teachers were included in the quantitative phase of the study. Quantitative data were collected using three different scales. These scales included the “Computational Thinking Scale”, “Online Cooperative Learning Attitude Scale (OCLAS)”, and “Creative Self-Efficacy Scale”. Structural Equation Modelling (SEM), confirmatory factor analysis, and path analysis were conducted to analyze the quantitative data. The qualitative phase of the study consisted of nine science teachers. Data were collected with a semi-structured interview form by considering the scores obtained from the scales. Qualitative data were analyzed through descriptive analysis. It was found that science teachers’ computational thinking skills and collaborative learning attitudes significantly predicted their creativity within the framework of sustainable education. As a result of the interviews conducted, it was concluded that science teachers lacked computational thinking skills. It is critical to provide teachers with guidance on how to integrate computational thinking skills into their subject areas. Science teachers’ knowledge of computational thinking skills can be enhanced, and computational thinking skills can be included in all teacher education programs.

Educational Experiences of the B’laan Tribe: Identifying Culturally Responsive and Contextual Factors in Learning

The study sought to determine the current learning experiences and conditions of B’laan tribe and identify factors associated with human capital development for B’laan tribe. Qualitative approaches were utilized in the first phase of the study. Focus Group Discussions (FGDs) and Key Informant Interviews (KII) were conducted to selected participants coming from the B’laan tribal chieftain (Fulong), representative from Barangay Council, representative from the Non-Government Organizations, and ordinary B’laan people from the community. Moreover, quantitative approaches were also used in this study in order to determine the factors derived from the qualitative data. Exploratory factor analysis (EFA) was used to establish the factors. A confirmatory factor analysis (CFA) using latent curve analysis of structural equation modeling was also utilized to confirm the validity of these dimensions as determinants of human capital development framework for B’laan tribe. The analysis uncovered a robust framework for human capital development for the B’laan tribe in education, noted with good fit indices. Further, model trimming exposed that two significant factors persist, hence appreciating that certain types of education like contextualized education and eco-based education are quite critical, yet not all that the B’laan desire. Results revealed themes centering on the current learning experiences and conditions of B’laan tribe through the curriculum implemented by the Department of Education is not culture sensitive. Peace and security were one of the factors that impeded education. The EFA revealed dimensions linked to human capital development framework for B’laan tribe which included free education, community resource- based education, contextualize-based education, human security-based education, right-based education, voice-based education, culture-based education, indigenous knowledge-based education, eco-based education, and sustainable education. All these factors were confirmed by CFA to constitute a valid framework of human capital development for B’laan tribe in the context of education.

Human-Centered Systems Thinking in Technology-Enhanced Sustainable and Inclusive Architectural Design

Human-centered systems thinking (HCST) can be seen as a promising enabler of effective Industry 5.0. This study primarily examined whether architecture students consider themselves systems thinkers and how this affects their design thinking, digital competency, and engagement in sustainable and inclusive design practices. Next, this study also examined the students’ HCST profiles, their stability, and the roles of digital competency, design thinking, motivation, and risk propensity in human-centered design. Using a person-oriented approach and cluster analysis, a sample of Polish architecture students from three universities (n = 208) was classified based on their self-perceived HCST ability. Three profiles were identified, namely high, average, and low HCST. A multivariate analysis of variance (MANOVA) revealed that the HCST profiles differed significantly in terms of design thinking and digital competencies, while multinomial logistic regression (MLR) analysis revealed that perceived intrinsic motivation predicted that students would be more likely to have a high HCST profile. MLR also revealed an undefined role of risk propensity in the context of HCST in inclusive and sustainable architecture design education. The findings indicate that it is essential to recognize and support students with low HCST throughout their education. It is also suggested to change the focus of architecture study programs to promote students’ systems thinking, and to encourage course designers to create novel and tailored technology-enhanced integrated human-centered design and systems thinking.

The Paths of Ecological Civilization Construction under the Concept of Sustainable Environmental Education

Ecological civilization is a new stage of human civilization development after industrial civilization, and it is an inevitable choice to cope with the global ecological crisis and achieve harmonious coexistence between humans and nature. With the deepening of China's ecological civilization construction, sustainable development education has gradually become an important means of cultivating public ecological awareness. This article first elaborates on the connotation of ecological civilization and its relationship with education, analyzes the current situation of ecological education in schools and society, and points out the existing problems. We must adhere to the integration of ecological civilization and sustainable development education, the integration of ecological civilization and educational governance, and develop education with the people as the center, building a path for the development of ecological civilization.

Challenges and Strategies for the Sustainable Architectural Education in the Context of Post-Urbanization and Climate Change

The transformation of urbanization patterns due to the pandemic and climate change have significantly reshaped construction market demands, presenting substantial challenges to current architectural education (AE) models. In order to address these challenges and propose effective reform strategies, this study utilizes questionnaires and expert interviews to gather perspectives from architecture students and professionals in a Chinese university. The findings highlight three main issues in AE: (1) misalignment between talent development stages and educational goals; (2) slow updates to curriculum content, leading to lagging behind the needs of times; and (3) inadequate integration of curriculum design with practical application, coupled with excessively lengthy academic programs. To address these challenges, the study proposes the strategies: (1) adopting multi-objective and multi-track approaches for educational goals; (2) reducing length of programs and implementing flexible academic structures; and (3) developing curricula that integrate knowledge with practice. This research offers valuable insights for reforming architectural education within the framework of sustainable development, emphasizing the need for educational goals, curriculum, and cultivation system to evolve to meet the demands of modern practice and development.

Teaching for sustainability and altruism through project-based learning: A framework and case study

ABSTRACT This paper introduces an education for sustainable development (ESD) framework and professional development system called Teaching for Sustainability and Altruism through Project-Based Learning (SAPBL). The framework conceptualizes how a global moral identity develops through project-based pedagogy. The SAPBL framework fosters sustainability citizenship and altruistic living by empowering learners, starting in early childhood, to engage with the U.N. Sustainable Development Goals in their local context. A qualitative case study is presented to describe how early childhood teachers from the U.S. and China completed the SAPBL course and implemented this approach to ESD with their students. Teachers reported increased confidence to facilitate sustainability projects, greater ability to connect curricula to societal issues, increased examination of local-to-global challenges by students, and students’ increased action to improve their world. Preparing students for global citizenship can start in preschool by motivating young children to act sustainably and altruistically.

Beyond voice: Listening and silence in climate change education

ABSTRACT This mosaic essay reflects on the invitation to speak to a JME symposium on Education and Climate Change and the convenors’ request for participants to engage with the previous history of scholarship on education and environment in this journal. It begins by recognising that the world is still confronting deepening ecological and climate degradation, despite 50 years of calls for transformation and despite a long tradition of environmental and sustainability education. As environmental education becomes a form of ‘climate education’ that increasingly emphasises student voice and climate action in the face of seeming intransigence, this essay asks whether the capacity to listen deeply might also be a necessary feature of such education in a warming world. The mosaic form of the essay is both a reflection on the inadequacies and limitations of academic speech at this time, and an invitation to explore, with the reader, what it might mean to create spaces of listening and attunement to (human and non-human) others and to the self, in our work as academics and as educators.

Towards posthuman climate change education

ABSTRACT Climate change is one of the most critical challenges of our time, requiring significant responses from all aspects of society, including education. The prevailing responses to climate change tend towards treating the crisis as a predominantly scientific and managerial issue that requires technological solutions or behaviour changes. Correspondingly, climate change education (CCE) often focuses on teaching climate science and (predominantly individual) behaviour change. We argue that CCE, as part of a broader environmental and sustainability education (ESE), needs, in addition to a short-term damage limitation response, a simultaneous, longer-term, transformational approach that goes beyond critical humanism and engages with posthumanism. We explore ideas about human continuity with the more-than-human world, and the relationality and materiality of humans. Drawing on recent developments within posthuman pedagogies research, we consider how posthumanism might influence ESE/CCE, focussing on how two sustainability competency frameworks, UNESCO’s key competencies and the EU’s GreenComp, might be posthumanised.

The Double-Coded Self in Higher Education: Student Self-Formation and Social Sustainability

ABSTRACT Education for social sustainability rests on (1) individual learning agency, and (2) graduates prepared in relations between the individual and collective society, in the context of open ontology and emerging ecological, social and political challenges. The self-determining learner in higher education, with antecedents in Confucian self-cultivation and Bildung, is engaged in conscious self-formation, incorporating reflexive autonomous agency, the will to learn, and immersion in knowledge and relational experiences. Self-making is pervasive in other spheres of life suggesting that it can become integral to higher education. The article reviews self-formation, and individual/social relations, in two traditions: the Chinese civilisational zone and Euro-America. It focuses especially on the double-coded self in each tradition (the reflexive coupling of the inner self and social self), emerging forms of individuality in China, and Michel Foucault’s account of the impact of early Christianity in separating the individual and social in Euro-America. In the Sinic configuration, individual growth and social responsibility are well understood but the individual is crowded by layers of social demands. Euro-America gives students more room but renders the social domain opaque: individual detachment from social responsibility is rife. What is needed is a half-way house: students free from coercion who are prepared in their duties to the community.

Surgical Training Pathways in the United Kingdom and the United States: Lessons for Resource-Limited Settings From High-Income Countries.

Background Surgical training is a critical component of healthcare, especially in high-income countries such as the United Kingdom (UK) and the United States (US), which have established distinct, well-organised training frameworks. Comparing these systems provides valuable insights that may enhance global surgical education, particularly in low- and middle-income countries, where training and retaining proficient surgeons are considerable challenges. Methodology This comparative study examines the surgical training systems in the UK and the US, focusing on key aspects, including training structure, competency-based assessments, and work-hour regulations. Data were sourced from regulatory organisations such as the General Medical Council, the Royal College of Surgeons, the Accreditation Council for Graduate Medical Education, and the American Board of Surgery. The analysis explores how elements of these models might be adapted to support sustainable surgical education frameworks in resource-limited environments. Ethical approval was not required due to the use of publicly accessible data and no patient involvement. Results The UK and US surgical training systems differ substantially in their structure, training duration, and specialisation timing. The UK employs a tiered approach, offering generalist experience before specialisation, while the US favours early specialisation directly after medical school. Both systems implement competency-based evaluations, though the US system places a greater emphasis on case volume and procedural exposure. Work-hour regulations also vary, with the UK capping weekly hours at 48 under the European Working Time Directive, compared to an 80-hour maximum in the US, which results in differing levels of trainee satisfaction and burnout rates. Conclusions The competency-based assessments in both the UK and the US offer adaptable frameworks for resource-limited settings. The phased training approach in the UK is well-suited for environments requiring versatile surgeons capable of handling a wide range of cases. By implementing these adaptable elements, along with cost-effective training innovations such as simulation tools, e-learning platforms, and international partnerships, resource-constrained regions can foster a sustainable, skilled surgical workforce. These insights offer pathways to improve healthcare outcomes and equity globally by enhancing surgical capacity in regions with limited resources.

Sustainability Study and Management Scenarios of Rammang-Rammang Geopark, Maros Regency, South Sulawesi Province

Rammang-Rammang Geopark has become one of the growing tourist destinations. The need for research aims to understand the sustainability status and implement sustainable tourism management strategies and scenarios in the area. The method used in this research is a descriptive method with a quantitative approach. Rapfish and MICMAC were used as analysis tools. The results of Rapfish analysis show that the environmental sustainability and institutional status are relatively positive and well-maintained, but improvements need to be made in the social and economic dimensions of the community. MICMAC analysis showed that variables such as protection and rehabilitation of local flora, community participation, and integration of management programs significantly influenced the management system. Therefore, the combination of the two analytical tools formulates a management scenario to increase community participation, sustainable tourism education, coordination between management agencies and environmental management, and economic diversification through promotion, marketing, and digital campaigns on environmentally oriented tourism in a more serious geopark area to ensure the sustainability of ecotourism aspects.

Guest editorial: Sustainable education futures

Guest editorial: Sustainable education futures

Why Teacher Job Satisfaction Matters: Strengthening Head Teachers’ Transformational Leadership in Sustainable Development Education

Why Teacher Job Satisfaction Matters: Strengthening Head Teachers’ Transformational Leadership in Sustainable Development Education

Reimagining Geoscience Education for Sustainability

Reimagining Geoscience Education for Sustainability