Relevant bibliographies by topics / Community based education for sustainability

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Community based education for sustainability'

Author: Grafiati
Published: 21 February 2023

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Journal articles on the topic "Community based education for sustainability"

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Kentish, Barry, and Ian Robottom. "Community-Based Sustainability: Conservation in the Ballarat Region." Australian Journal of Environmental Education 22, no. 2 (2006): 33–43. http://dx.doi.org/10.1017/s0814062600001361.

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AbstractThe discourse of sustainability is promoted internationally, with the United Nations declaring 2005-2014 as a Decade for Education for Sustainable Development. There is discussion concerning the nature, status and significance of Education for Sustainability and its relationship with the somewhat established discourse of environmental education. This debate requires continuing theorising and one approach is to reflect critically on specific examples of sustainability within specific communities. This article seeks to promote further discussion about sustainability, and to contribute to ongoing theorisation about Education for Sustainability, by considering a particular instance – that of environmental sustainability in the Ballarat region of Victoria. The case study suggests that implementation of this local environmental sustainability strategy was dominated by technocratic and individualistic ideologies.
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Chalker-Scott, Linda, and Rod Tinnemore. "Is community-based sustainability education sustainable? A general overview of organizational sustainability in outreach education." Journal of Cleaner Production 17, no. 12 (August 2009): 1132–37. http://dx.doi.org/10.1016/j.jclepro.2009.02.022.

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Phanphairoj, Chisa, and Patreeya Kitcharoen. "Community-Based Enterprises Learning for Sustainability in Management and Community Livelihood Assets." International Journal of Adult, Community and Professional Learning 30, no. 1 (2022): 35–54. http://dx.doi.org/10.18848/2328-6318/cgp/v30i01/35-54.

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Johnston, Georgia N. L. "Faith-Based Health Education Project." Californian Journal of Health Promotion 1, no. 2 (June 1, 2003): 208–22. http://dx.doi.org/10.32398/cjhp.v1i2.1697.

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Working with faith communities in health promotion is widely acclaimed and yet not readily practiced. This article describes a study conducted among four faith communities to determine the process required for sustainable faith-based programs. Face-to-face interviews were conducted among 12 community volunteers who participated to identify their perceptions of the project. Two staff members were also interviewed to identify the process from their perspectives. Project-related documents were also analyzed to provide details and triangulate the data from the interviews. The study followed the project for 2 ½ years. Several factors were identified as significant influences on participation and project sustainability. These included value, active pastoral support, program success, and volunteer commitment. The results of this study indicate that pastoral support and faith community ownership are critical components that should be included in faith-based community building efforts.
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Johnston, Georgia N. L. "Faith-Based Health Education Project." Californian Journal of Health Promotion 1, no. 2 (June 1, 2003): 208–22. http://dx.doi.org/10.32398/cjhp.v1i2.442.

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Working with faith communities in health promotion is widely acclaimed and yet not readily practiced. This article describes a study conducted among four faith communities to determine the process required for sustainable faith-based programs. Face-to-face interviews were conducted among 12 community volunteers who participated to identify their perceptions of the project. Two staff members were also interviewed to identify the process from their perspectives. Project-related documents were also analyzed to provide details and triangulate the data from the interviews. The study followed the project for 2 ½ years. Several factors were identified as significant influences on participation and project sustainability. These included value, active pastoral support, program success, and volunteer commitment. The results of this study indicate that pastoral support and faith community ownership are critical components that should be included in faith-based community building efforts.
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Matias, Maria Auxiliadora de Freitas Bastos, Fúlvia Carolina Alves Correa, Maria da Rosa Capri, and Estaner Claro Romão. "SUSTAINABILITY IN ELEMENTARY EDUCATION." International Journal for Innovation Education and Research 8, no. 4 (April 1, 2020): 258–73. http://dx.doi.org/10.31686/ijier.vol8.iss4.2287.

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This work reports a didactic experience through the assumptions of Project-Based Learning, Interdisciplinarity and Significant Learning in the teaching-learning process in years initials of Elementary School, using the Design Science Reseach methodology. The study contextualizes the reflection about the necessary promotion of sustainable actions with the intention of mitigating environmental impacts. The general aim is to associate the concerns related to the Environment with the construction of events (Science Fair) and promote the integration between the curricular components and the school community. The analysis of the data showed that the student has a greater participation and involvement in daily activities when he builds his own knowledge. It can be concluded that the results obtained in this work prove the effectiveness of the adopted methodologies, which consequently contributed to the achievement of the proposed aims.
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Kusmulyono, Muhammad Setiawan, Wawan Dhewanto, and Melia Famiola. "Energizing Higher Education Sustainability through Rural-Community Development Activation." Sustainability 15, no. 3 (January 25, 2023): 2222. http://dx.doi.org/10.3390/su15032222.

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Higher education institutions play important roles in the community. Unfortunately, measuring the accomplishment of HEIs in developing communities is challenging. Most HEI contributions to the community are merely a formality and moral obligation. This study’s identified gap is the absence of integration of community development activities into HEIs, which would boost their impact on environmental sustainability. This study intends to investigate how institutions that support entrepreneurial-oriented community development affect students’ learning and impact society. This study employs an action research approach to develop long-term actionable knowledge. This approach employed a case study from the Rural Community Development Program, a community empowerment program based on institutionalized entrepreneurship practices (formal courses in the curriculum) from ABC University (a pseudonym). The RCDP allows the HEI to interact with society through a dual simultaneous cycle which allow knowledge transfer, social value transfer, and business development with its partners. This model allows more than 100 groups of students at ABC University to be more focused in developing community. On the theoretical side, the RCDP contributes by encouraging the role of social entrepreneurship courses which provides a more significant impact through practice-based lectures while also significantly impacting rural communities’ business knowledge in developing their micro enterprises.
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Corkery, Linda. "Community Gardens as a Platform for Education for Sustainability." Australian Journal of Environmental Education 20, no. 1 (2004): 69–75. http://dx.doi.org/10.1017/s0814062600002317.

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AbstractCommunity gardens fulfil many roles, including the reclamation of public space, community building, and the facilitation of social and cultural expression. This paper discusses a nexus between research and education for sustainability that evolved out of an examination of the role of community gardens in fostering community development and neighbourhood improvement in Sydney's Waterloo Public Housing Estate. It argues that they are also an educational resource providing a valuable platform for learning about multiple dimensions of sustainability.The paperis based on interdisciplinary research undertaken by a team from UNSW's Faculty of the Built Environment and the School of Social Work. The findings of this research affirm the importance of community gardens for public housing tenants, and present the gardens and their associated activities as an effective platform for education for sustainability.
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McLoughlin, Lynette C. "Is Sustainability a Breakfast Cereal? Public Program Based Research into Community Understandings of Sustainability." Australian Journal of Environmental Education 20, no. 1 (2004): 115–27. http://dx.doi.org/10.1017/s0814062600002354.

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AbstractWhat meanings and values does the community (the general public) attach to the term “sustainability”? As this complex concept is widely used in academic, political and policy arenas and gradually becomes embedded at institutional level, it is possible that the community does not share the understandings of sustainability that are guiding developments in many spheres which affect their lives. Use of terminology at policy level which is unfamiliar to the community is not unusual, so does it matter in the case of “sustainability”? This paper reviews research, both qualitative and quantitative, undertaken between 2000 and 2004 for the NSW Department of Environment and Conservation in the context of development of a sustainability education program known as Our Environment: It's a Living Thing. This research both explored understanding and concepts of sustainability and developed a community segmentation on the basis of environmental knowledge, attitudes and behaviour. The implications of this research for future research and for programs aimed at developing community understanding of, and commitment to, sustainability are also discussed.
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Et. al., Dr Jestoni P. Babia,. "EDUCATION SUSTAINABLE DEVELOPMENT-COMMUNITY BASED PROJECTS OF THE PHILIPPINES." Psychology and Education Journal 58, no. 3 (April 14, 2021): 3998–4007. http://dx.doi.org/10.17762/pae.v58i3.4605.

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Education for Sustainable Development permits each individual to get the information, abilities, perspectives and qualities important to shape a practical future. This study determined the level of training implementation based on the six ESD action principles and as to which of these principles have contributed to the improvement of the level of implementation of ESD programs in the Philippines, ESD- best practices of the university community extensionists and the challenges that they have met in the implementation of ESD. It centered on Cell’s Resilience by Szanton & Gill (2020), Transformational Learning by Mezirow (1994) and UNESCO’s three pillars of ESD and Six ESD Action principles and policy support for sustainable development through community learning centers. This study utilized a quasi-experimental type of research in which it involved quantitative and qualitative data. The random sampling technique was used in order to select the 25 beneficiaries from private and public basic education and higher education institutions. The results showed that the level of implementation was to at least SOME EXTENT with a 3.25 mean, and that only the transformation component is the only significant predictor, the best practices of USJR-Blooms, PNU-Mangrove, and CTU-Hablon tapped the decoding of books through Bloom’s Software for reading literary , reviving Mangrove Forest through DAGANG fisherfolks to target environmental conservation and MTB literacy, and reviving the Handloom Weaving of Hablon in Argao with socio-economic impact, and the challenges of other extension projects in the Philippines enumerated on the attendance of the beneficiaries and the project team, he change of leaders, organizations, time availability, their limited resources and linkages, financial resource mobilization, sustainability of interest, miscommunication, hectic schedules and negative attitudes towards the extension process. It is concluded that the ESD of the Philippines’ implementation is so far, in average level and that the projects have to focus on the transformation of the beneficiaries. This study is recommended to be replicated prioritizing the sustainability and transformation researches, monitoring and evaluation of ESD-Based community project researches, proposed plans for wide array of external funding.
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Dissertations / Theses on the topic "Community based education for sustainability"

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Skoien, Petra, and n/a. "Identifying Opportunities for Education for Sustainability: Current Practices of Community-Based Environmental Groups." Griffith University. Australian School of Environmental Studies, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070109.145756.

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Education for sustainability (EFS) is emerging as a key strategy for learning and action towards sustainability. Community-based environmental groups are potentially important providers of, and contexts for, educating adults for sustainability because they engage the community in activities such as public awareness raising, advocacy and lobbying, community education, and participatory learning (UNESCO, 2004, p. 25). These groups have been identified as key stakeholders of EFS in UNESCO's strategic plan for the United Nations Decade of Education for Sustainable Development, from 2005-2014 (UNESCO, 2004). Despite this recognition, there are few models or precedents to guide groups or programs in developing and implementing EFS in their strategies or activities. Additionally, education commonly associated with community-based environmental groups has been rather narrowly conceived as public awareness raising and individual behaviour change, and disconnected from advocacy (Clover, 2002a; Whelan, pending). This thesis addressed this gap in understanding by investigating the dimensions of education and learning in two community-based environmental groups in South-East QueensIand. The aim of this research was to develop a framework to explain and understand the role of education and learning within and by community-based environmental groups. The research inquiry was motivated by an interpretive interest in uncovering the educative dimensions arising from group members' engagement in the activities of community-based environmental groups. This aim was addressed through an investigation of: (1) the community education initiatives of community-based environmental groups; and (2) the learning that occurs within these groups through participation in social action, Two community-based environmental groups that participated in this study were Smogbusters, an environmental advocacy group, which focused on air quality and transport issues in Brisbane; and the Pumicestone Region Catchment Coordination Association, (PRCCA) a community-based natural resource management group. Information was gathered through participant observation, interviews with group members and project staff, and the collection of relevant documents from both groups. A conceptual framework based on five convergent themes in the contemporary EFS literature was used to interpret and analyse the activities of these groups, These are: (1) participation; (2) critical thinking; (3) local relevance; (4) holistic, interdisciplinary and systemic approaches; and (5) values-driven approaches. The analysis of both groups' community education initiatives revealed the use of approaches that extend beyond pubhc awareness, didactic, and information-based approaches to strategies that engaged the community more actively than was possible with conventional approaches. This reflects a more sophisticated and considered approach that connects education with advocacy as an integral part of groups' strategy and practice. The two case studies illustrate the use of participatory learning and action that incorporates adult learning approaches to enhance participation and learning. These findings contribute to knowledge that can help bridge the gap between education and advocacy in the activities of community-based environmental groups (Clover, 2002a; Whelan, 2005). The findings strongly suggest that the two groups engaged a form of education and action that approaches the potential of EFS as envisaged in policy documents and vision statements. The groups provided opportunities for action learning through advocacy and lobbying for policy change, and through a range of activities associated with addressing issues of natural resource management. In Smogbusters, participation in advocacy and education contributed to building the capacity of individuals to engage in social action for sustainable transport and air quality. In the PRCCA, group members' participation in natural resource management related activities developed their skills, knowledge and capacity to advocate for sustainable natural resource management practices. These findings confirm that local participation in environmental action and decision making builds on the individual and collective experiences of participants. Participation in action empowered and enabled group members to engage in action and change. In particular, participants developed a strong sense of their capacity to enact change, and to engage in social action. The findings of this research suggest that community-based environmental groups are important places for adults to gain a stronger sense of personal and collective agency towards sustainability. Further, participation in these groups is an important mechanism for environmental change to be brought about through collective action (Apel & Camozzi, 1996). The research findings confirm that adult and popular education pedagogies can optimise learning in community-based environmental groups (Foley, 1999; Clover & Hall, 2000; Clover; 2002a; Follen & HaIl, 1998; Newman, 1995a). The framework may be able to assist project coordinators in developing and implementing community education strategies into their programs. Finally, the findings have implications for policy and program development in the Decade of Education for Sustainable Development.
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2

Skoien, Petra. "Identifying Opportunities for Education for Sustainability: Current Practices of Community-Based Environmental Groups." Thesis, Griffith University, 2006. http://hdl.handle.net/10072/365600.

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Education for sustainability (EFS) is emerging as a key strategy for learning and action towards sustainability. Community-based environmental groups are potentially important providers of, and contexts for, educating adults for sustainability because they engage the community in activities such as public awareness raising, advocacy and lobbying, community education, and participatory learning (UNESCO, 2004, p. 25). These groups have been identified as key stakeholders of EFS in UNESCO's strategic plan for the United Nations Decade of Education for Sustainable Development, from 2005-2014 (UNESCO, 2004). Despite this recognition, there are few models or precedents to guide groups or programs in developing and implementing EFS in their strategies or activities. Additionally, education commonly associated with community-based environmental groups has been rather narrowly conceived as public awareness raising and individual behaviour change, and disconnected from advocacy (Clover, 2002a; Whelan, pending). This thesis addressed this gap in understanding by investigating the dimensions of education and learning in two community-based environmental groups in South-East QueensIand. The aim of this research was to develop a framework to explain and understand the role of education and learning within and by community-based environmental groups. The research inquiry was motivated by an interpretive interest in uncovering the educative dimensions arising from group members' engagement in the activities of community-based environmental groups. This aim was addressed through an investigation of: (1) the community education initiatives of community-based environmental groups; and (2) the learning that occurs within these groups through participation in social action, Two community-based environmental groups that participated in this study were Smogbusters, an environmental advocacy group, which focused on air quality and transport issues in Brisbane; and the Pumicestone Region Catchment Coordination Association, (PRCCA) a community-based natural resource management group. Information was gathered through participant observation, interviews with group members and project staff, and the collection of relevant documents from both groups. A conceptual framework based on five convergent themes in the contemporary EFS literature was used to interpret and analyse the activities of these groups, These are: (1) participation; (2) critical thinking; (3) local relevance; (4) holistic, interdisciplinary and systemic approaches; and (5) values-driven approaches. The analysis of both groups' community education initiatives revealed the use of approaches that extend beyond pubhc awareness, didactic, and information-based approaches to strategies that engaged the community more actively than was possible with conventional approaches. This reflects a more sophisticated and considered approach that connects education with advocacy as an integral part of groups' strategy and practice. The two case studies illustrate the use of participatory learning and action that incorporates adult learning approaches to enhance participation and learning. These findings contribute to knowledge that can help bridge the gap between education and advocacy in the activities of community-based environmental groups (Clover, 2002a; Whelan, 2005). The findings strongly suggest that the two groups engaged a form of education and action that approaches the potential of EFS as envisaged in policy documents and vision statements. The groups provided opportunities for action learning through advocacy and lobbying for policy change, and through a range of activities associated with addressing issues of natural resource management. In Smogbusters, participation in advocacy and education contributed to building the capacity of individuals to engage in social action for sustainable transport and air quality. In the PRCCA, group members' participation in natural resource management related activities developed their skills, knowledge and capacity to advocate for sustainable natural resource management practices. These findings confirm that local participation in environmental action and decision making builds on the individual and collective experiences of participants. Participation in action empowered and enabled group members to engage in action and change. In particular, participants developed a strong sense of their capacity to enact change, and to engage in social action. The findings of this research suggest that community-based environmental groups are important places for adults to gain a stronger sense of personal and collective agency towards sustainability. Further, participation in these groups is an important mechanism for environmental change to be brought about through collective action (Apel & Camozzi, 1996). The research findings confirm that adult and popular education pedagogies can optimise learning in community-based environmental groups (Foley, 1999; Clover & Hall, 2000; Clover; 2002a; Follen & HaIl, 1998; Newman, 1995a). The framework may be able to assist project coordinators in developing and implementing community education strategies into their programs. Finally, the findings have implications for policy and program development in the Decade of Education for Sustainable Development.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Australian School of Environmental Studies
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Uithaler, Eldrid Marlon. "Community knowledge, cohesion and environmental sustainability : an educational case study in Clarkson." Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1003334.

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An ethnographic case study was done in the rural community of Clarkson which lies at the foot of the Tsitsikamma Mountains in the Eastern Cape, South Africa. Rural communities gathered and developed local wisdom on the natural resources around them. The study shows that in the past, life in Clarkson was characterised by such shared wisdom, an abundance of natural resources, as well as strong community cohesion. With the advent of modern lifestyles community cohesion and practices were disrupted and today, people living in Clarkson are less dependent on each other and on local resources. This study suggests that some of the past wisdom, community knowledge, practices and skills that existed for ages in Clarkson, can still be useful today in the context of environmental sustainability. The incorporation of this knowledge into the new outcomes-based education curriculum in South Africa and the local school curriculum, is explored.
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Moon, Hyesoo. "Local Community Based Outdoor Activities through Integrating Subjects in Social Studies for Sustainability." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-65862.

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This study is designed to know contribution of local community based outdoor activities for education for sustainability. 7 teachers from Sweden and 7 teachers from Korea got involved in this study and they chose and conducted one activity from the 17 activities that I offered. After they had done the activity with their upper 13 years old students, they completed questionnaire about the conditions of class, the reason of their choice, advantages/disadvantages of the activities and the actual obstacle they had in schools to have outdoor class through open-ended questions. They also were asked to answer level of integrating subjects in social studies by Likert scale, offered opinions about relevancy to sustainability with principles and analyzed the activity with 4 ways of knowing. These three questions are asked to know the contribution of the activities for education for sustainability. This research offers comparison of teachers‘ opinion and educational condition from two countires when having the activities and how the activities are conducive to education for sustainability. In addition, it provides 17 activities which can be useful to social studies teachers who are interested in local community based outdoor activity.
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Burton, Lindsay Julia. "Community-based early learning in Solomon Islands : cultural and contextual dilemmas influencing program sustainability." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:b9c96049-ea5d-47e3-b74c-951cd22bb090.

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The Solomon Islands (SI), a small developing nation in the South Pacific, demonstrates an emergent community-based kindergarten model with the potential to promote context and culture relevant early learning and development. SI early childhood education (ECE) particularly rose in prominence with a 2008 national policy enactment requiring all children to attend three years of kindergarten as prerequisite for primary school entry. However, these ECE programs remain severely challenged by faltering community support. Internationally, many ECE programs dramatically resemble a universalized Western-based model, with a decidedly specific discourse for “high quality” programs and practices for children ages 0-8. Often these uncritical international transfers of Euro-American ideologies promote restricted policies and practices. This has resulted in a self-perpetuating set of practices and values, which arguably prevent recognition of, and efforts to reinvent, more culturally-relevant, sustainable programs for the Majority World. Based on the Kahua region (est. pop. 4,500) of Makira-Ulawa Province, this collaborative, ethnographically-inspired, case study explores how community characteristics have affected the cultural and contextual sustainability of community-based ECE in remote villages. The study traces historical and cultural influences to present-day SI ECE. Subsequently, it explores the re-imagined SI approach to formal ECE program design, remaining challenges preventing these programs from being sustained by communities, and potential community-wide transformations arising from these initiatives. To achieve this, the study collaborated with stakeholders from all levels of SI society through extensive participant-observations, interviews, and participatory focus groups. Findings aspire to enlighten regional sustainable developments and resilient behaviors relating to ECE. Key research findings suggest five overarching principles influencing kindergarten sustainability: presence of “champion” for the ECE vision; community ownership-taking, awareness-building, and cooperation-maintenance; and program cultural/contextual sensitivity and relevance. These elements were found to be strongly linked with an intergenerational cultural decay in the Kahua region, as conceptualized through a model of Cyclically-Sustained Kindergarten Mediocrity.
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Sipos, Randor Yona. "Growing sustainability education through community-university engagement : a case of community-based food system study at the University of British Columbia." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45713.

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This action research case study investigates community-based experiential learning (CBEL) in a large undergraduate food systems course, documenting classroom innovations, highlighting community partner experiences, and offering recommendations for long-term improvement. It evaluates how the pedagogical synergy of sustainability education, CBEL, and food system study is relevant for post-secondary sustainability transitions. The case is situated in a major Canadian university, the University of British Columbia, within the interdisciplinary Faculty of Land and Food Systems. This dissertation investigates several iterations of one required undergraduate course and the development of the embedded British Columbia Food System Project (BCFSP), which includes approximately 200 students per term working with thirty community partners. This qualitative action research incorporates case study, primary engagement by the author, and semi-structured interviews with community partners to address two specific questions. First, what innovations were developed to integrate CBEL into a large course? Second, what insights did community partners share for more effective community-university partnerships? Five innovations were identified. First, student integrators who connect numerous food system projects encourage better understanding of complex issues among the many students. Second, projects spanning multiple years maximize returns from costly relationship development. Third, community service-learning alongside community-based research advances student understanding of community and project research potential. Fourth, offering workshops for teaching teams and students supports their limited experience with CBEL. Finally, engagement protocols clarify communication pathways with community partners to not overtax their time and resources. Community partner interview analysis corroborates challenges and benefits described in previous literature, and it contributes a new insight, that universities and associated communities need each other. While community partners articulated significant cultural differences between communities and universities, they see partnerships as a way to overcome perceived disparities and offer an alternative perspective that universities and communities share needs, interests, and resources. CBEL in particular offers options that are rooted in community and place. Engaging in CBEL can empower communities to demand more from universities, such that resources flow more freely, particularly from universities to communities. A final outcome is a biomimetic metaphor that accommodates the necessary networks of reciprocity, resilience, recursivity, and non-linear resource exchange.
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Geller, Rachel. "Schools Uniting Neighborhoods: Sustainability and Racial Equity in a Community Schools Initiative." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1210.

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Schools Uniting Neighborhoods (SUN), a collaborative initiative in Multnomah County, Oregon, combines the increasingly popular community school model with an innovative organizational structure to further two key goals: sustainability as an initiative and furthering racial equity. This thesis situates SUN within the context of American public education reform and existing literature on the positive outcomes, organizational structures, and leadership components of community schools. Building on past reviews of SUN and its outcomes, I use results from qualitative interviews with key stakeholders to provide insight into how its organizational structure contributes to the goals of sustainability and racial equity. I discuss the current state of SUN, future directions, and the relevancy of findings to other community schools initiatives and more generally, public education reform efforts.
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Bowling, Emily Erin. "Coupled Pedagogy: A Study of Sustainability Education and Community-Based Learning in the Senior Capstone Program at Portland State University." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/260.

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Sustainability has emerged in mainstream higher education over the last few years, and the fields of community-based learning and sustainability education are closely linked through their emphases on active, experiential learning in place-based contexts. In order to create ecologically literate citizens to more adequately address environmental problems, there is a logical connection between teaching about sustainability and engaging students in the community, which can serve as a relevant forum to address sustainability issues. However, there is a problem in that educational programs and courses dealing directly with sustainability topics across the higher education landscape often do not emphasize or include experiential, community-based elements. Understanding this relationship is crucial to advance the field of sustainability with meaningful community engagement. This research investigated the pedagogical strategies and frameworks that are foundational in undergraduate capstone courses that include sustainability education and community-based learning. A sample of five community-based, interdisciplinary senior capstone courses at Portland State University was examined through semi-structured interviews with course instructors and syllabi review. Three broad themes emerged as common values among the instructors: connectedness and relationships, community and place, and diversity and inclusiveness. Reflection was a tool utilized universally by instructors to personalize the learning process, cultivate understanding of connectedness and relationships, and incorporate feelings into the learning process. Competencies and skills related to sustainability and those related to civic engagement were very similar; engagement in community is a sustainable practice. This study provides cogent support for the notion that achieving meaningful, transformative sustainability learning requires community-based learning.
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Minkin, Sarah M. "Starting from Here: An Exploration of the Space for Sustainability Education in Elementary Science and Social Studies." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1431083779.

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Pronto, Lindon N. "Exploring German and American Modes of Pedagogical and Institutional Sustainability: Forging a Way into the Future." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/pitzer_theses/21.

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Rooted deep in Germany's past is its modern socio-political grounding for environmental respect and sustainability. This translates into individual and collective action and extends equally to the economic and policy realm as it does to educational institutions. This thesis evaluates research conducted in Germany with a view to what best approaches are transferable to the United States liberal arts setting. Furthermore, exemplary American models of institutional sustainability and environmental education are explored and combined with those from abroad to produce a blueprint and action plan fitting for the American college and university.
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Books on the topic "Community based education for sustainability"

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Munck, Ronaldo, Lorraine McIlrath, Budd Hall, and Rajesh Tandon, eds. Higher Education and Community-Based Research. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137385284.

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London, Peter. Step outside: Community-based art education. Portsmouth, NH: Heinemann, 1994.

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Knight, Keith. Beginner's guide to community-based arts. Oakland, Calif: New Village Press, 2005.

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Fred, Spooner, ed. Community-based instructional support. Washington, DC: American Association on Mental Retardation, 1996.

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Densler, Mable W. Consumer health education and the Black community: A community-based curriculum. [Atlanta, Ga.?]: GaHBCU Multidisciplinary Center for Gerontology and the Dept. of Community Health and Preventive Medicine, Morehouse School of Medicine, 1994.

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1949-, Sobel David, ed. Place- and community-based education in schools. New York, NY: Routledge, 2010.

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A, Smith Gregory. Place- and community-based education in schools. New York, NY: Routledge, 2010.

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1962-, Yoder Sandy L., and West Lynda L, eds. Community-based instruction: A guidebook for teachers. Arlington, VA: Council for Exceptional Children, 2003.

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Harfitt, Gary, and Jessie Mei Ling Chow. Employing Community-Based Experiential Learning in Teacher Education. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6003-3.

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Baldwin, Cathy, and Robin King. Social Sustainability, Climate Resilience and Community-Based Urban Development. 1 Edition. | New York : Routledge, 2018. | Series: Routledge focus on environment and sustainability: Routledge, 2018. http://dx.doi.org/10.4324/9781351103329.

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Book chapters on the topic "Community based education for sustainability"

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Noguchi, Fumiko, and Toyoshi Sasaki. "Community-based, non-formal and informal ESD in Japan." In Educating for Sustainability in Japan, 144–55. Abingdon, Oxon; New York, NY: Routledge, 2017.: Routledge, 2016. http://dx.doi.org/10.4324/9781315715582-9.

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Saito, Julie, Mary de Sousa, Cathy Nolan, and Arjen E. J. Wals. "34. Grounding the future in the past and the present: community-based sustainability in an old Japanese mining town." In Envisioning futures for environmental and sustainability education, 427–35. The Netherlands: Wageningen Academic Publishers, 2017. http://dx.doi.org/10.3920/978-90-8686-846-9_34.

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Cajigal, Erick, Ana Lucía Maldonado, and Edgar González-Gaudiano. "Individual Resilience and the Environmental Education for Sustainability as a Base of Community Resilience. A Case Study with High School Teachers." In World Sustainability Series, 185–98. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70560-6_12.

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Mason O’Connor, Kristine, and Lindsey McEwen. "Real World Learning Through Civic Engagement: Principles, Pedagogies and Practices." In Applied Pedagogies for Higher Education, 63–89. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_4.

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Abstract Civic engagement offers students transformational opportunities to experience ‘real world learning’. This chapter identifies key principles of critical community-based learning that emerge from appraisal of different histories and paradigms of learning through civic engagement. It presents changing drivers to community-based learning from local to global, including newer imperatives of learning for sustainability, citizenship education and building resilience. It explores pedagogies that form a nexus around community-based learning—building on understandings of different forms of knowledge, through transformative learning to learning for citizenship. It concludes by reflecting on the means by which radical real world learning through civic engagement can advance and thrive.
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Chase-Mayoral, Audree, and Fayaz Amiri. "Economics of Education in Afghanistan: Expanding Academic Programs Based on Market Demands Dictated by International Agency Funds Toward Self-Sustainability." In Handbook of Comparative Studies on Community Colleges and Global Counterparts, 113–30. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-50911-2_40.

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Hanh, Hoang Phuong, Tran Thanh Nam, and Le Anh Vinh. "Initiatives to Promote School-Based Mental Health Support by Department of Educational Sciences, University of Education Under Vietnam National University." In Knowledge Studies in Higher Education, 321–31. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_21.

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AbstractThis chapter describes a case study of the university’s attempts to support general education institutions through the COVID-19 pandemic crisis. Applying the School-Based Mental Health Collaboration, faculties from the University of Education, Vietnam National University Hanoi took a whole-school approach to promote mental health services for students all over the country via various channels. With multiple training webinars on studying and coping skills during social distancing periods for students, classroom consultation skills for teachers, initiatives from the university attracted remarkable responses from the community. Suggestions to improve the effectiveness and sustainability of the efforts, including digitalization consideration, targeting and effective mobilization of resources, dissemination of learning materials, and long-term planning, are discussed in the last half of the chapter, after reviewing and evaluating their impact and potential.
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Hanh, Hoang Phuong, Tran Thanh Nam, and Le Anh Vinh. "Initiatives to Promote School-Based Mental Health Support by Department of Educational Sciences, University of Education Under Vietnam National University." In Knowledge Studies in Higher Education, 321–31. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_21.

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AbstractThis chapter describes a case study of the university’s attempts to support general education institutions through the COVID-19 pandemic crisis. Applying the School-Based Mental Health Collaboration, faculties from the University of Education, Vietnam National University Hanoi took a whole-school approach to promote mental health services for students all over the country via various channels. With multiple training webinars on studying and coping skills during social distancing periods for students, classroom consultation skills for teachers, initiatives from the university attracted remarkable responses from the community. Suggestions to improve the effectiveness and sustainability of the efforts, including digitalization consideration, targeting and effective mobilization of resources, dissemination of learning materials, and long-term planning, are discussed in the last half of the chapter, after reviewing and evaluating their impact and potential.
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Shephard, Kerry. "Community Engagement and Higher Education’s Third Mission." In Education for Sustainability, 125–35. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1940-6_9.

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Berchin, Issa Ibrahim, Stephane Louise Boca Santa, and José Baltazar Salgueirinho Osório de Andrade Guerra. "Community Outreach on Sustainability." In Encyclopedia of Sustainability in Higher Education, 250–54. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_201.

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Ishola, Tolulase Michael, and Akinsiku Esther. "Community Learning on Sustainability." In Encyclopedia of Sustainability in Higher Education, 242–49. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_6.

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Conference papers on the topic "Community based education for sustainability"

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Antxustegi, M. Mirari, Alain Ulazia, Roberto Palos, María González Alriols, Alvaro Campos Celador, and Aitor Urresti. "USING A PROJECT BASED LEARNING EXPERIENCE TO IMPROVE SUSTAINABILITY WITHIN THE UNIVERSITY COMMUNITY." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2173.

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Wang, Ray Ting-Chun, and Sascha Funk. "Social Mobile Learning For Education For Sustainability (EfS)." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.010.

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ABSTRACT The purpose of this paper is to evaluate the potential use of videos for peer-to-peer learning for education for sustainability (EfS). Despite the need for more cognitive learning to solve complex sustainability issues, understanding of using social learning through modern communication methods such as social networks for knowledge co-creation in EfS is unclear. This pilot study conducted in a Thailand university used mobile videos to pitch sustainability solutions and facilitate peer engagement. Conducted on a private social network, Soqqle, students were encouraged to watch videos from each other and add comments. Post-course focus groups indicated a sense of collective efficacy as participants’ sense of self-efficacy contributes to group effects that impact participations. Several observations were noted based on these focus groups which provided hints on what encouraged students to watch the content of their peers in a productive manner. Characteristics such as self-efficacy, or the lack of it, did cause students to disregard content and comments from others. Participants also discussed and explored potential opportunities to enhance the video activity to better scaffold the learning to build self-efficacy. Overall, results show the potential of incorporating a community of inquiry environment to encourage peer review and feedback. This study is significant due to its timeliness to leverage digital solutions to increase collective efficacy. Educators planning to introduce social learning in sustainability topics can incorporate findings from this study to facilitate effective learning outcomes for EfS. KEYWORDS: social learning, peer to peer learning, education for sustainability, business pitching, community of inquiry
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João Delgado, Maria, Isabel Duarte De Almeida, and Gianni Montagna. "Sustainable Design Approaches Towards Green Higher Education Campus." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001387.

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The primary goal of our work is to address the issues concerning the application of sustainability concepts in the Higher Education Campus of the Faculty of Architecture at Universidade de Lisboa. Sustainable actions and attitudes are part of the sustainable principles of the Sustainable Development Goals adopted in the 2030 Agenda by all member states of the United Nations. This exploratory research is based on a review of the international literature specialized in sustainability assessment in Higher Education Institutions. A qualitative research approach was applied, using a questionnaire adapted from the European University Association in 2021, as a research instrument, with the objective of knowing the perception and opinion of the Faculty of Architecture (FA) academic community on some of the collective actions of greening. Based on a survey carried out on a non-probabilistic sample selected from Campus users, a qualitative interpretation and discussion of the data obtained were performed. With this investigation, we intend to know the challenges and initiatives practiced in this Campus in defense of sustainability and contribute towards a changeover the environmental, social, and economic awareness of the campus community.
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Abu-Ghaida, Haitham, Serena Leka, Kamila Kunrath, Rune Thostrup, and Devarajan Ramanujan. "Økoengineer – A Web-Based Game Platform for Guided Discovery-Based Sustainability Learning in Engineering Curricula." In ASME 2021 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/detc2021-69406.

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Abstract A growing body of academic research and educational institutions are recognizing the need to incorporate sustainability learning into fundamental engineering courses. Furthermore, the recent COVID-19 global pandemic has created a sudden need to augment traditional lecture-based teaching with effective web-based learning platforms. In light of these challenges the engineering education community needs to place a greater focus on designing and testing interactive, information technology-based tools for sustainability learning. To this end, our paper presents the design and implementation of Økoengineer: a web-based game platform that supports guided discovery-based learning of sustainability concepts in engineering curricula. Økoengineer is designed to familiarize engineering students with sustainability concepts and provide them with an understanding of how sustainability can be considered in the engineering design process. Therefore, Økoengineer hosts a collection of open-ended design tasks in multiple engineering disciplines. Students can solve these tasks iteratively and receive guidance through a combination of pre-recorded lectures on sustainability concepts and discussions with domain experts. Økoengineer also aims to increase students’ learning outcomes through the use of gamified elements, including high-score leaderboards, formative feedback & peer discussions, and rewarding achievements through virtual collectible badges. The Økoengineer platform is architected for scalability and allows course instructors to easily add new learning materials and design tasks.
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Skaltsa, Ioanna G., Katerina Kasimatis, and Alex Koutsouris. "Fostering young agronomists’ competencies through experiential learning: A pilot research in the Agricultural University of Athens, Greece." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end110.

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"In the 21st century agronomy students need to take the responsibility of their career planning. Upon graduation, they are called to combine knowledge, skills, and values, in order to support as change agents, farmers’ decision making aiming at sustainable agriculture and rural development. To reinforce such a role it is deemed necessary to cultivate student agency, namely, a sense of responsible and active participation in society. Students need to be able to set achievable goals, collaborate successfully in order to solve problems, and act in-line with a professional ethos supporting the wellness of the community and the sustainability of earth. Hence, the need of competence-based education in our century is usually taken as granted. Higher education should adopt educational methods and tools that would support students’ competence development. Experiential learning, represented by Kolb’s Experiential Learning Cycle (KELC), is an essential part of such an approach and includes four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. In this paper, we explore the effectiveness of experiential learning aiming at the acquisition and/or development of competencies on the part of Agricultural University of Athens (AUA) students. To attain such an objective, we carried out a pilot with 69 AUA students, in spring of 2021. Students were divided into three groups (A, B, and C). Each group, attended a 3-hour meeting, using different approaches (A=traditional lecturing, B=experiential learning based on KELC and C=investigative case-based learning). Furthermore, students were offered a participatory class regarding rural advisors’ profile and planet sustainability. Due to the COVID-19 pandemic, online tools were adopted. Students participated in pre- and post-survey based on a questionnaire. Focus groups and observation methods were also utilized to further explore and validate quantitative data. In this paper we report the design and the quantitative and qualitative findings, particularly focused on the experiential learning approach."
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Cuevas-Cancino, M., M. Peña-Becerril, and C. Camacho-Zuñiga. "A VERTICALLY INTEGRATED UNDERGRADUATE PROJECT WITH REAL LIFE IMPACT: MONARCH ROUTE." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7104.

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Monarch Route was a university award-winning project, having won the Premios Latinoamerica Verde in 2018. The project followed a research-based methodology and implemented a vertically integrated collaboration which included 181 undergraduate students; the entire student body enrolled in the Sustainable Development Engineering course of the Tec de Monterrey, Campus Santa Fe, in 2017. It was conducted in conjunction with the Fundación Nacional para la Conservación del Hábitat Boscoso de la Mariposa Monarca A.C. (FUNACOMM) so as to stop and revert the extinction of the monarch butterfly and at the same time promote benefits for the rural communities found throughout the migratory route of this species. The purpose of this work is to inspire the academic community to design successful projects which develop transverse and disciplinary competences. The project answered the following research question: What are the learning outcomes from participating in a project with real life impacts, working in a vertical and horizontal collaboration system? Using a mixed methodology, we describe the details of the implementation and learning outcomes. The Monarch Route project intrinsically motivated the students since it allowed them to collaborate, vertically and horizontally, in a socially relevant project, as well as having the choice and control over their education. By means of a text analysis of 22 final remarks of participating students, it was evident that they were able to recognize environmental, conservation and sustainable development problems and analyze their impact, in addition to being aware of the social aspects associated to them, and above all, recognize the link of these type of projects with their professional life and their social commitment to Mexico. Keywords: vertically integrated project, self-regulated learning, Research-based methodology, text analysis, sustainability, higher education, educational innovation
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Nguyen, Ha T., and Joshua M. Pearce. "Renewable Powered Desalination in the Coastal Mekong Delta." In ASME 2010 4th International Conference on Energy Sustainability. ASMEDC, 2010. http://dx.doi.org/10.1115/es2010-90224.

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Global climate destabilization is exacerbating water problems in Vietnam, most acutely in the South and Central regions where most of the inhabited area lies in the low elevation coastal zone. Using a geographical information system (GIS) platform, a wind resources atlas developed by the Asia Sustainable and Alternative Energy Program and the projected rural population available from Columbia University’s Center for International Earth Science Information Network, this paper explores the potential for off-grid medium to small-scale reverse osmosis desalination powered by small wind turbines for the coastal fringe of Vietnam’s Mekong Delta. The analysis estimated that in the absence of all other water supply facilities, off-grid wind desalination could provide clean water to 5.4 million rural residents living in 18.9 thousand km2 of the Mekong Delta coastal provinces at the rate of 60 liters per capita per day. In addition to providing clean water, the use of wind powered desalination in the region would have educational benefits, combat poverty and unemployment, ease water-related conflicts, and has been shown to be improve environmental and agricultural sustainability. Thus this technology was found to represent a decentralized and community-based method to adapt to and mitigate climate change in the coastal fringe of the Mekong Delta.
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Neinhuis, Anke. "Design education for sustainability: promoting a circular economy and increasing environmental awareness through the upcycling of plastic waste." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.157.

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Plastics are found everywhere, mainly because of their convenient and versatile characteristics and affordability, often surpassing traditional materials. However, these extraordinary features are also responsible for the emergence of a massive, persistent, and ever-growing amount of plastic waste, disrupting the health of our planet. This project, highlighting discourses about design education for sustainable development, offers students the opportunity to investigate the plastic waste problem in a hands-on and empowering way. Our university’s city campus alone uses around 60,000 milk bottles a year, close to 2.5 tonnes of HDPE plastic, just from milk used in the cafes, schools, and staff rooms. This valuable resource is currently shipped off-campus to be recycled into lower value products (downcycled). In the circular economy project presented here, we ask 3rd-year industrial design students to design desirable, feasible and viable products made from the university’s waste material, the plastic milk bottles. Students use the design process and design and sustainability tools to gain theoretical knowledge through their creative practice. They first research the problem and its context, after which they start generating (product) ideas while simultaneously exploring the HDPE material and possible solutions to reuse it on site. Students are encouraged to experiment extensively with the milk bottle plastic. The aim is to subsequently design innovative products taking advantage of the discovered properties and qualities of the material while also considering user needs and viable manufacturing methods. The design outcomes are envisaged to be used by university staff and students, to be recycled again at the end of their lives. Tertiary design education for sustainability is more efficient if it is experiential, and raising environmental awareness in students increases through practical learning experiences involving open-ended enquiry. This assignment engages students through project-based learning using an iterative design process, encouraging them to pursue meaningful issues. It focuses on promoting curiosity and exploration, experimentation and intuitive making, problem-solving and change-making, within the themes of recycling and circular economies. The assignment requests students to implement their knowledge and thinking into practice, creating a critical awareness of the impact of plastics on our lives and the environment, and also its value. Students extensively explore the technical, sensorial, and expressive qualities of the material at hand, with ‘making’ and intuition as the driving forces, which later informs their design proposals. They are encouraged to create innovative change-making solutions, turning the assignment into a positive and memorable experience, aiming for long-lasting behavioural change. This brief aims to teach sustainability in an empowering way to arrive at better learning outcomes and design solutions while promoting a circular economy at the university. The assignment raises awareness about the harms of plastic in a community that lives immersed in it and brings about creative and innovative solutions. The relevance of this project lies in promoting environmental consciousness in students and making the impact of actions tangible by using a project-based and hands-on design approach. Education is used to move towards a more sustainable world by raising awareness in those envisaged to help shape it.
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Malinowska, Katarzyna, and Michał Szwajewski. "The role of the key educational paths for ESA new member states as a risk reduction index for the newcomers." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.075.

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The new ESA member states are an important factor in the development of European sustainability and independence in space. Cooperation between European countries in the field of space, gives a strong conviction that we operate without borders in space. It is therefore necessary to create not so much international links, but rather supranational ones. This also applies to space education. One of the primary missions of ESA is to create a community of highly specialized engineers, managers, as well as scientists who will focus on developing the space economy and allowing societies to understand our role and interactions with space. Based on the experience gained in the period after Poland's accession to ESA, the authors would like to emphasize the role of key educational pathways that can guide ESA officers in new member countries and in any country that has already entered ESA structures or plans to enter in the near future. The authors would like to emphasize that there are several ways to share and improve knowledge and would like to present the main insights of the study conducted in this respect. Drawing on the Polish space industry and using it as a reference basis, but also applying some observations from the Czech Republic and now Latvia, the authors identified the following main learning paths: • The activity of students within student associations, who implement space projects through dedicated programs; • The role of YGTs who, after a period of training at ESA, return with a set of knowledge to their countries; • The importance of the know-how of the international space market, in particular global companies setting up subsidiaries in new ESA member countries and bringing their experience and knowledge there; • Dedicated educational programs for people who do not have a formal space education (engineering) but want to develop in various areas of the space industry; The sequence of the presented educational pathways is not accidental. The authors want to present the role of each pathway and show how it can be applied in practice. The authors recognize some deficiencies in the presented pathways, as well as note a trend towards strengthening interest in dedicated educational programs at the undergraduate and postgraduate levels. Based on their own educational experience and taking into account the status quo of space education (at least) in central Europe, the authors would like to present ideas for structuring professional education in the space industry, taking into account its recent changes, where the demanding factor of business competition should be added to the technological factor. So, where an interdisciplinary approach should be adopted. Each educational pathway has been analysed from the point of view of risks and opportunities. This analysis can be applied by new participants in the commercial space market (understood as new companies or scientific groups), but also by new ESA member states at the institutional level.
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Enweremadu, Christopher, Debendra Baruah, Sadhan Mahapatra, Dipam Patowary, Gunajit Sarma, and Sampriti Kataki. "Addressing Economic and Energy Poverty Through Locally Available Biomass Resources: Investigation of Issues Concerning India and South Africa." In ASME 2018 12th International Conference on Energy Sustainability collocated with the ASME 2018 Power Conference and the ASME 2018 Nuclear Forum. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/es2018-7292.

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The cyclic effect of energy poverty and economic poverty has been conclusively evidenced primarily from the experiences of developing World. In the developing countries, struggle to meet the basic energy needs impacts the life of the poorer section in terms of cost of health, education and quality. However, considering the adequate biomass resources and sustainable technologies for conversion of surplus biomass into useful form of energy; integration of the surplus resources with appropriate technology offers opportunities to address both energy and economic poverty. In this study, feasibility of some proven options of bioenergy based energy technologies and enterprises are investigated to understand their prospects to address energy and economic hardship considering a case study from India and analyzed its replicability in South Africa. Resources inventories, avenues of additional income generation and long term impact of selected bioenergy enterprise options (biogas and producer gas and improved stove) are investigated in the context of both the countries. Organic fertilizer (vermicompost), mushroom and community based agro-industries are some of the prospective entrepreneurial activities which can be supported by the bioenergy options. Considering the abundance and characteristics, feasibility of converting surplus biomass resources (crop residue, manure, food waste) into required energy along with revenue earning avenues is indicated by the study. However, there are social and managerial issues which required to be addressed besides provisions for financial incentives to realize the benefits of such integrated systems.
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Reports on the topic "Community based education for sustainability"

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Bowling, Emily. Coupled Pedagogy: A Study of Sustainability Education and Community-Based Learning in the Senior Capstone Program at Portland State University. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.260.

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Zapata Hernández, Vicente M. Inclusive education with a community-based approach. OBITen Observatorio de la inmigración de Tenerife, 2019. http://dx.doi.org/10.25145/r.obitfact.2019.07.

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Yoh, Eunah, and Hye-Shin Kim. Sustainability Education in Textile and Apparel: A Web-Based Content Analysis. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1552.

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Diop, Nafissatou, Modou Faye, Amadou Moreau, Jacqueline Cabral, Helene Benga, Fatou Cisse, Babacar Mane, Inge Baumgarten, and Molly Melching. The Tostan program: Evaluation of a community based education program in Senegal. Population Council, 2004. http://dx.doi.org/10.31899/rh2.1002.

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Cao, Huantian, Martha Carper, Kelly Cobb, Jillian Silverman, and Shameeka Jelenewicz. Applying Problem-Based Learning (PBL) Strategy to Strengthen Sustainability Education in Textile and Apparel Curriculum. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-278.

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Kramer, Stefanie. Monitoring and Evaluating Malawi Youth Conservation Engagement after Community-Based Environmental Education Workshops. Portland State University, January 2018. http://dx.doi.org/10.15760/mem.6.

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Ouoba, Djingri, Zakari Congo, Nafissatou Diop, Molly Melching, Baya Banza, Georges Guiella, and Inge Baumgarten. Experience from a community-based education program in Burkina Faso: The Tostan program. Population Council, 2004. http://dx.doi.org/10.31899/rh2.1001.

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Garringer, Brooke, and Meredith McQuerry. Implementing Community-Based Service Learning in the Textiles Classroom: Blue Jeans Go Green Denim Sustainability Project. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8290.

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Flores, Ivo, Elida Rosa Fonseca, Rosa Flores, Ricardo Vernon, Jorge Solorzano, Suyapa Pavon, Marco Falck, and Alba Sanchez. Increasing use of the IUD through community and clinic based education activities in rural Honduras. Population Council, 2007. http://dx.doi.org/10.31899/rh4.1158.

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Maier, Anna, and Deanna Niebuhr. California Community Schools Partnership Program: A Transformational Opportunity for Whole Child Education. Learning Policy Institute, October 2021. http://dx.doi.org/10.54300/806.436.

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The historic $3 billion investment in the California Community Schools Partnership Program provides an opportunity to transform schools into community hubs that deliver a whole child education. This brief examines key elements of the new law. It then lays out evidence-based principles of high-quality community schools implementation that are grounded in the four researchbacked pillars included in statute and aligned with the science of learning and development. It concludes with a discussion of the technical assistance needed for high-quality implementation.
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