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Relevant bibliographies by topics / Environmental education ; sustainable development education

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Academic literature on the topic 'Environmental education ; sustainable development education'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "Environmental education ; sustainable development education"

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Peters, Michael A. "Environmental Education and Education for Sustainable Development." Policy Futures in Education 3, no. 3 (September 2005): 239–42. http://dx.doi.org/10.2304/pfie.2005.3.3.1.

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Tadic, Miroslav. "ENVIRONMENTAL AND SUSTAINABLE DEVELOPMENT EDUCATION." Environmental Engineering and Management Journal 3, no. 4 (2004): 889–96. http://dx.doi.org/10.30638/eemj.2004.090.

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Manea, Florica, Georgeta Burtica, and I. Vlaicu. "SUSTAINABLE DEVELOPMENT AND ENVIRONMENTAL EDUCATION." Environmental Engineering and Management Journal 4, no. 2 (2005): 135–40. http://dx.doi.org/10.30638/eemj.2005.012.

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Ursul, Arkady, and Tatiana Ursul. "Environmental Education for Sustainable Development." Future Human Image 9 (2018): 115–25. http://dx.doi.org/10.29202/fhi/9/12.

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Disinger, John F. "Environmental Education for Sustainable Development?" Journal of Environmental Education 21, no. 4 (July 1990): 3–6. http://dx.doi.org/10.1080/00958964.1990.9941931.

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Krasnianska, N., and O. Slobodyanyuk. "SUSTAINABLE DEVELOPMENT AND ENVIRONMENTAL EDUCATION." Pedagogy of the formation of a creative person in higher and secondary schools 3, no. 74 (2021): 31–34. http://dx.doi.org/10.32840/1992-5786.2021.74-3.5.

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Korotkova, T. S., and D. I. Zakirova. "Environmental education and education for sustainable development: general and special." Bulletin of "Turan" University, no. 1 (March 31, 2021): 110–15. http://dx.doi.org/10.46914/1562-2959-2021-1-1-110-115.

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The ideological basis of education for sustainable development is primarily formed by environmental education. It is an essential component and the first step in the development of education for sustainable development. The article examines the relationship between environmental education and education for sustainable development, their standard features and distinctive features. Education for sustainable development is inextricably linked with environmental education. Each of these areas, being independent, can develop together with more effectively. The principles declared by the Tbilisi Declaration and faced with the shortcomings of environmental education can be implemented through education for sustainable development. Education for sustainable development can effectively use traditional environmental education's positive achievements, complementing economic, social, and cultural contexts. The new paradigm of sustainable development education involves solving many problems related to the formation of education as the leading social institution and the development of a new system of values. It is necessary to ensure close interaction of education with social, political and cultural processes,strengthen the connection between education and science, ensure informatization and greening of education, etc. However, it is necessary to solve the problem of understanding education for sustainable development as education about sustainable development.

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Khan, Dr Shazli Hasan. "Fostering Sustainable Development and Environmental Education Programmes: Role of Teacher Training Institutions and Colleges of Teacher Education." Indian Journal of Applied Research 3, no. 5 (October 1, 2011): 194–200. http://dx.doi.org/10.15373/2249555x/may2013/59.

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Anatoly N., Zakhlebny, and Ermakov Dmitry S. "Sustainable Development Goals and Environmental Education (to the 50th Anniversary of the Scientific Council on Environmental Education of the Russian Academy of Education)." Scholarly Notes of Transbaikal State University 15, no. 4 (October 2020): 26–35. http://dx.doi.org/10.21209/2658-7114-2020-15-4-26-35.

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The National Development Goals of the Russian Federation for the period up to 2030, defined by the decree of the President (2020), corresponding to the Sustainable Development Goals (SDG), which were adopted by the United Nations General Assembly in 2015. The Russian Federation conducts systematic work to implement SDG, including Goal 4, “Quality education”. The article presents a brief outline of the history of the created in 1970 Scientific Council on environmental education of the Russian Academy of Education (previously it was called Problem Council on informal environmental education of the Academy of Pedagogical Sciences of the USSR), the main directions of its activities and contribution to the SDG through the development of scientific and methodological support of environmental education (in contemporary wording, of the environmental education for sustainable development). With the participation of members of the Scientific Council, federal and regional textbooks on sustainable development for secondary and higher schools were published, and several monographs and dissertations were prepared. Issues of environmental protection and sustainable development are included in federal state educational standards. The Concept of general environmental education for sustainable development is prepared. The Interregional network partnership “Learning to live sustainably in a global world” is functioning. Currently, designing of the national set of SDG 4 indicators, and, particularly, an indicator 4.7.1 related to training in sustainable development and sustainable lifestyles, is on the way.

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De Carvalho, Luiz Marcelo, Marina Battistetti Festozo, Daniel Fonseca de Andrade, and Flavia Torreão Thiemann. "TRENDS IN RESEARCHERS’ EDUCATION FOR ENVIRONMENTAL EDUCATION AND EDUCATION FOR SUSTAINABLE DEVELOPMENT." Pesquisa em Educação Ambiental 13 (May 14, 2018): 61–74. http://dx.doi.org/10.18675/2177-580x.vol13.especial.p61-74.

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In this paper we discuss how recent developments tied to the current neoliberization climate, such as an increased reliance on publication metrics, percolate through the process of researchers training and education, casting a shadow over hiring, funding and choice of publication venue criteria, drawing on examples from Brazil and other countries. At the same time, we present a number of movements that have sprouted in response to this perceived undue influence and may open up new avenues for the academic community that allow for more diversity while preserving the university´s role in preparing and supporting new generations of researchers. We tried also to put in evidence the consequences and the possibilities that these resistance movements can bring to the field of environmental education.

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Dissertations / Theses on the topic "Environmental education ; sustainable development education"

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Lidgren, Alexander. "A sustainable course for higher education." Lund, Sweden : International Institute for Industrial Environmental Economics, 2004. http://www.iiiee.lu.se/Publication.nsf/$webAll/14E0DB35970472A7C1256F9D00527E97/$FILE/Alexander%20Lidgren.pdf.

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Au, Chun-yan Joanne, and 區俊茵. "Environmental education is a stepping stone towards sustainable development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31255413.

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Loi, Chung-yu Joanne, and 雷頌宇. "Community environmental education for sustainable development in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31255590.

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Bernardino, Caridad S. "Exploring education for sustainable development its theory and practice in Philippine higher education institutions /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0013/NQ59564.pdf.

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Johansson, Ulrika. "Towards a biocentric attitude in environmental education." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-20542.

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The purpose of this study was to investigate young people’s environmental attitudes in India. The study had a special focus on the factor of exposure to nature and nature degradation in environmental attitudes formation. Attitudes are of a great importance in education. The investigation was conducted using a qualitative method based on observations and in depth interviews. The subjects were selected from a village in northern India and from Delhi, which is the capital of India. The subjects from the village area were exposed to nature and nature degradation in their daily lives and were expected to have biocentric or eco-centric environmental attitudes (to view humans as part of nature). In addition, Indian traditions and religions were expected to be more preserved in this area compared to Delhi. Hinduism, which is the dominant religion in India, is considered biocentric. In contrast, the subjects from Delhi were not exposed to nature and nature degradation daily and were expected to have anthropocentric or late anthropocentric environmental attitudes (to view humans as separated from nature). Also, these subjects were greatly influenced by industrialization and western influences. Western religions and cultures are considered anthropocentric. The results indicated a difference in environmental attitudes between the subjects in the village area who were exposed to nature and nature degradation and the subjects in Delhi, who were not. The subjects in the village area tended to have a biocentric or eco-centric view on nature and the subjects from Delhi tended to have a late anthropocentric view. This thesis argues for a biocentric view in environmental education and suggests establishing a positive relationship to nature as a part of environmental education, mainly through outdoor environmental education.

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Mapira, Jemitias. "Zimbabwes environmental education programme and its implications for sustainable development." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95968.

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Thesis (PhD)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: The environmental education (EE)-sustainable development (SD) nexus has generated much research and debate at local, national and global levels (Fien, 1993). Although the term EE is quite old, dating back to 1948 in Paris (Palmer, 1998), during the last three decades, it has regained global currency due to numerous environmental challenges that are confronting our planet Earth, including: climate change, land degradation, desertification, and de-forestation, pollution and ozone depletion. The Rio Earth Summit of 1992 generated a new zeal in the provision of EE throughout the world. Since then, many countries have adopted it as a remedial strategy to address these environmental challenges. In Zimbabwe, EE dates back to 1954 during the colonial era when it was provided in the form of conservation education among farmers and in schools and colleges (Chikunda, 2007). The Natural Resources Board (NRB), a department in the Ministry of Lands and Agriculture (which was established in 1941) played a key role in both research and the dissemination of EE (Whitlow, 1988). However, throughout the colonial era and up to the end of the millennium, the country did not have a written EE policy document. Consequently, various government departments and organisations, which provided EE, did so individually. However, this fragmented approach proved to be ineffective and had to be abandoned through the promulgation of the Environmental Management Act (Chapter 20:27) of 2002. This development led to the establishment of an environmental management agency (EMA), which harmonised the provision of EE at local and national levels. This study based on information that was collected between 2011 and 2014, examines Zimbabwe‟s EE programme and its implications for sustainable development. It employed a mixed methods research design which enabled the researcher to employ both qualitative and quantitative approaches in data collection, interpretation and analysis. Derived from the pragmatic school of thought, this research design allows researchers to triangulate with different methods without provoking epistemological conflicts from other schools of thought. The study shows that nearly 84% of the EE in the country is provided by the formal education sector (which includes schools, colleges and universities) while the remaining 16% is derived from non-formal and informal education sources such as: EMA, some government ministries and departments, and several non-governmental organisations (NGOs). However, the bulk of the EE provided in Zimbabwe is biophysical in nature and is geared at transmitting facts about rather than for the environment (Fien, 1993; Chikunda, 2007 and Mapira, 2012a). Consequently, it does not instil a sense of environmental stewardship among ordinary citizens as reflected by increasing cases of environmental crimes including: land degradation, veldt fire outbreaks, deforestation, and the poaching of elephants, rhinos, and other wildlife resources. Furthermore, most people lack a deep knowledge of basic concepts such as EE, SD and ESD, indicating the weakness of the country‟s EE efforts. The study makes several recommendations for the improvement of the country‟s EE programme, including: more funding of EMA and its partners so that they can execute their mandate more efficiently, and revising school and college curricula with a view to infusing EE in courses and syllabi. Other recommendations are that EE should be made compulsory in all formal educational institutions while the state should take environmental issues more seriously than it has done in the past. For example, top government officials should refrain from the poaching of endangered wildlife resources like elephants and rhinos if their country‟s EE policies have to be taken seriously at the grass roots level. Stiffer penalties should be meted out to those found guilty by courts of law while ordinary citizens need more educational campaigns if they have to develop environmental sensitivity and a sense of stewardship, which are necessary ingredients for the success of any country‟s EE programme. Furthermore, alternatives of making a living should be created for villagers and peasants so that they do not have to damage their environment in order to survive. Finally, this study argues that if all the above challenges are fully addressed, Zimbabwe‟s EE programme can achieve its goals in the long run.

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Jürgensen, Anna. "Education for sustainability developing a sustainable strategy for Zákolany School." Lund, Sweden : International Institute for Industrial Environmental Economics, 2003. http://www.iiiee.lu.se/Publication.nsf/$webAll/E0FD748605E2FB40C1256DFF0031250B/$FILE/Anna_Jurgensen_HP.pdf.

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Yildirim, Nuray. "Effect Of Designed Environmental Education Lectures On Environmental Attitudes Of Primary School Students." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609377/index.pdf.

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This study aims to measure the effect of designed environmental education lectures that is based on general environmental problems on primary school students&rsquo
attitudes toward environment. The participants of this study obtained from a governmental school in Yü
zü
ncü
Yil districts of Ankara and consists of 51 (18 fourth grade and 33 fifth grade) students. In the study that is held in 2006-2007 education year students implemented to environmental education lectures for one month. The lectures included the &ldquo
sustainable development&rdquo
and &ldquo
ecological footprint&rdquo
concept, as well as the general environmental problems, their reasons and recycling as solution for reducing environmental problems, and student-centered teaching methods such as discussion, role playing, cooperative learning and questioning were used during the lectures in addition to the traditional teaching method. The data concerning the effect of the lectures was obtained by the environmental attitude questionnaire implemented to the students before and after the treatment as pre-test and post-test. Independent sample t-test and paired sample t-test were conducted for data analysis and the result of the study indicated that environmental education lectures increased the environmental attitudes of the students.

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Katayama, Junko. "Theory into practice in environmental education : towards an evidence-based approach." Thesis, University of Bath, 2009. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500717.

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This research addresses conceptual and practical issues in the field of environmental education. Environmental education is a compound and contested field in terms of both environmental and educafional ideologies. Its practice is also influenced by perspectives of context and change. Hence, the operationalisation of environmental education might be expected to vary across different ideologies and contexts. Thus, this research attempts to ore the operationalisation from theory into practice in environmental education. 'he approach of this research derives from those issues in the research context of education lental education that are currently of most concern. That is, policy-makers and I practitioners expect researchers to answer question such as "what works?" because they face the pressure of making decisions, in response, this research attempts to shed light on the nature of environmental education by using an evidence-based approach. However, most lence-based work in education is grounded in a post-positivistic perspective. This research, by contrast, employs evidence drawn from qualitative inquiry that recognises the significance depth contextual understanding. Thus the research sits within the qualitative paradigm and employs case study methodology.

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Lam, Wai-nam. "Learning for environmental sustainability : the green school experience /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35081296.

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Books on the topic "Environmental education ; sustainable development education"

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University of the South Pacific. School of Education and Asia/Pacific Cultural Centre for Unesco, eds. Education for sustainable development. Suva, Fiji Islands: School of Education, University of the South Pacific, n.d.

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Muthoka, Margaret G. Environmental education: Essential knowledge for sustainable development. Kampala, Uganda: Longhorn Publishers, 1998.

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Education for sustainable development: Implementation strategy. Nairobi: National Environment Management Authority, 2008.

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Stoltenberg, Ute, and Verena Holz. Education for sustainable development--European approaches. Bad Homburg: VAS--Verlag für Akademische Schriften, 2012.

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Raumolin, Jussi. Towards sustainable education in Europe: A proposal for criteria and indicators for sustainable education. [Finland?: s.n.], 2000.

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Jones, Paula. Sustainability education: Perspectives and practice across higher education. London: Earthscan, 2010.

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Soerjani, Mohammad. Environmental education and resource management in environmentally sound and sustainable development. North York, Ont: University Consortium on the Environment, Faculty of Environmental Studies, York University, 1991.

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Saskatchewan Round Table on Environment and Economy. Round Table Education Advisory Committee. An Education strategy for sustainable development in Saskatchewan. [Saskatchewan]: Saskatchewan Round Table on Environment and Economy, 1992.

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Gagliardi, Raúl. Environmental training: Policy and practice for sustainable development. Geneva: International Labour Office, 1994.

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Fundamentals of sustainable development. New York, NY: Earthscan, 2012.

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Book chapters on the topic "Environmental education ; sustainable development education"

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Lin-Heng, Lye. "Environmental Education." In Fulfilling the Sustainable Development Goals, 185–200. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003144274-16.

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Fien, John, and Debbie Heck. "Environmental Education and Education for Sustainable Development." In International Handbook of Educational Research in the Asia-Pacific Region, 569–84. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3368-7_39.

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El-Deir, Soraya Giovanetti. "Environmental Education and Sustainable Development." In Encyclopedia of Sustainability in Higher Education, 1–10. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-63951-2_465-1.

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El-Deir, Soraya Giovanetti. "Environmental Education and Sustainable Development." In Encyclopedia of Sustainability in Higher Education, 565–75. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_465.

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Blum, Nicole. "Environmental Education in Schools." In Education, Community Engagement and Sustainable Development, 53–79. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2527-0_3.

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Tryggvason, Ásgeir, and Andreas Mårdh. "Political emotions in environmental and sustainability education." In Sustainable Development Teaching, 234–42. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge studies in sustainability: Routledge, 2019. http://dx.doi.org/10.4324/9781351124348-21.

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Blum, Nicole. "Environmental Education and Conservation Organisations." In Education, Community Engagement and Sustainable Development, 81–108. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2527-0_4.

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do Paço, Arminda, and Rozélia Laurett. "Environmental Behaviour and Sustainable Development." In Encyclopedia of Sustainability in Higher Education, 1–6. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-63951-2_14-1.

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Hoshino Neta, Carolina Shizue, and Sônia Regina da Cal Seixas. "Environmental Impacts and Sustainable Development." In Encyclopedia of Sustainability in Higher Education, 1–6. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-63951-2_169-1.

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Silva, Adriana Aparecida Magri da, Giovana Dominicci Silva, and Micheli Kowalczuk Machado. "Environmental Resources and Sustainable Development." In Encyclopedia of Sustainability in Higher Education, 1–12. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-63951-2_171-1.

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Conference papers on the topic "Environmental education ; sustainable development education"

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Karatkevich, A. "ENVIRONMENTAL EDUCATION AND EDUCATION FOR SUSTAINABLE DEVELOPMENT." In SAKHAROV READINGS 2020: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. Minsk, ICC of Minfin, 2020. http://dx.doi.org/10.46646/sakh-2020-1-173-177.

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Prasad, Arti, and Radha Mogla. "Environmental education: Component of sustainable development." In 2016 IEEE Region 10 Humanitarian Technology Conference (R10-HTC). IEEE, 2016. http://dx.doi.org/10.1109/r10-htc.2016.7906788.

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Kudinova, G. E. "Environmental Education For Sustainable Socio-Economic Development." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.60.

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Cakula, Sarma. "Active Learning Methods for Sustainable Education Development." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.006.

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The growing importance of ICT in educational processes activates the development of modern electronic teaching aids in various content areas and the development of teaching methods. The integration of ICT must ensure the improvement of the teaching/learning environment and the development of new teaching/learning approaches. Students’ motivation, engagement and interest in own learning are obligatory for successful and student-oriented education, especially in a situation of crisis, when educational institutions can immediately be closed after a governmental decision (pandemic caused by “Covid-19”) as it happened in March, 2020. All teaching and learning had been moved unexpectedly to remote/distance education setting, to adapt the learning methods and processes and to motivate the learners contributes to sustainable education. The aim of the paper is to develop active learning methods in digital environment to modernize the learning environment required for STEM in Vidzeme University of Applied Sciences, which includes the development of teaching methods and tools and their suitability for the digital age. The methodology includes theoretical research and practical experiments for full time students in face-to-face and digital environment. There are three experimental groups for course “Algorithms and data structures” ‒ one for traditional teaching, one with active learning methods faceto- face classroom and one with active learning methods in digital environment. Results of the research shows that active learning methods influence positively to course results but there are no differences for course results between groups with active learning methods in face-to-face and digital environment.

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Arutyunyan, Erik, and Zhang Jingyi. "Education for Sustainable Development: International experience." In The 3rd Global Virtual Conference of the Youth Environmental Alliance in Higher Education. Michigan Technological University, 2021. http://dx.doi.org/10.37099/mtu.dc.yeah-conference/april2021/all-events/14.

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Zeng, Min Qian (Michelle), Hailan Chen, Anil Shrestha, Chris Crowley, Emma Ng, and Guangyu Wang. "International Collaboration on a Sustainable Forestry Management OER Online Program – A Case Study." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11242.

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Over time, forest education has had to adapt to keep up with global changes and to accomodate the needs of students and society. While facing pressing global issues like climate change, deforestation, illegal logging and food security, the role of higher forest education has shifted away from traditional teaching approaches and practices to methods that emphasize sustainable development, community-based management and environmental conservation in forestry. In doing so, forest education has cultivated human expertise that understands the complexity of ever-changing environments, masters state of the art technologies to manage fores and natural resources, and is capable of creating, communicating and implementing related policies in global communities and societies. In this context, educational technology and online lerning enable flexible, accessible, effective, and high-quality forest education. A case study of a Sustainable Forest Management Online program led by the Faculty of Forestry, University of British Columbia (UBC) shows that appropriately integrating educational technologies into an interntionally developed and recognized high quality curriculum is an effective way to create accessible and affordable forest education in meeting the demand of evolving societal and environmental conditions.Keywords: forest education; educational technology; international collaboration, open educational resources

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Takemata, K., S. Nakamura, A. Minamide, and Y. Kawata. "Energy environmental education that supports sustainable town development." In 2010 5th International Conference on Computer Sciences and Convergence Information Technology (ICCIT 2010). IEEE, 2010. http://dx.doi.org/10.1109/iccit.2010.5711179.

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Vintere, Anna. "Case study on sustainable environmental behavior in engineering education." In 19th International Scientific Conference Engineering for Rural Development. Latvia University of Life Sciences and Technologies, Faculty of Engineering, 2020. http://dx.doi.org/10.22616/erdev.2020.19.tf373.

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Laguarda Miró, Nicolás, Javier Ibáñez Civera, Claudia Conesa Domínguez, Cristian Olguín Pinatti, Roberto Montes Robles, Eduardo García Breijo, and Luis Gil Sánchez. "ASSESSING TRANSVERSAL COMPETENCES IN SUSTAINABLE DEVELOPMENT AND ENVIRONMENTAL ETHICS. ENVIRONMENTAL SENSITIZATION UNDER REVIEW." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0948.

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Gryaznova, Elena V. "The Role Of Environmental Education In Sustainable Economic Development." In Conference on Land Economy and Rural Studies Essentials. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.07.90.

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Reports on the topic "Environmental education ; sustainable development education"

1

Nagahi, Morteza, Raed Jaradat, Mohammad Nagahisarchoghaei, Ghodsieh Ghanbari, Sujan Poudyal, and Simon Goerger. Effect of individual differences in predicting engineering students' performance : a case of education for sustainable development. Engineer Research and Development Center (U.S.), May 2021. http://dx.doi.org/10.21079/11681/40700.

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The academic performance of engineering students continues to receive attention in the literature. Despite that, there is a lack of studies in the literature investigating the simultaneous relationship between students' systems thinking (ST) skills, Five-Factor Model (FFM) personality traits, proactive personality scale, academic, demographic, family background factors, and their potential impact on academic performance. Three established instruments, namely, ST skills instrument with seven dimensions, FFM traits with five dimensions, and proactive personality with one dimension, along with a demographic survey, have been administrated for data collection. A cross-sectional web-based study applying Qualtrics has been developed to gather data from engineering students. To demonstrate the prediction power of the ST skills, FFM traits, proactive personality, academic, demographics, and family background factors on the academic performance of engineering students, two unsupervised learning algorithms applied. The study results identify that these unsupervised algorithms succeeded to cluster engineering students' performance regarding primary skills and characteristics. In other words, the variables used in this study are able to predict the academic performance of engineering students. This study also has provided significant implications and contributions to engineering education and education sustainable development bodies of knowledge. First, the study presents a better perception of engineering students' academic performance. The aim is to assist educators, teachers, mentors, college authorities, and other involved parties to discover students' individual differences for a more efficient education and guidance environment. Second, by a closer examination at the level of systemic thinking and its connection with FFM traits, proactive personality, academic, and demographic characteristics, understanding engineering students' skillset would be assisted better in the domain of sustainable education.

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.

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Lemaire, R. Environmental Education Training and Career Development,. Fort Belvoir, VA: Defense Technical Information Center, April 1996. http://dx.doi.org/10.21236/ada310831.

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England, Lauren. Crafting Professionals: craft higher education & sustainable business development. University of Dundee, 2020. http://dx.doi.org/10.20933/100001183.

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DEPARTMENT OF DEFENSE WASHINGTON DC. Guidebook on Development and Implementation of Environmental Education and Training in the Military. Fort Belvoir, VA: Defense Technical Information Center, May 2000. http://dx.doi.org/10.21236/ada470555.

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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.

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Gasparotto, Thatyanne, and Julia Ambrosano. Opportunities for Sustainable Infrastructure Investments at City Level in Brazil. Inter-American Development Bank, August 2020. http://dx.doi.org/10.18235/0002639.

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This policy brief was developed in order to identify preliminary green /sustainable infrastructure opportunities for cities in Brazil. The rapidly growing green bond market can help local authorities to attract new sources of capital for financing subnational infrastructure. Water and sanitation, waste to energy and urban mobility were the sectors selected for an inicial assessment, given the investment needs in Brazilian municipalities and their alignment with low carbon development and resilience. This brief was also used to raise awareness across key infrastructure stakeholders in Brazil, and build a number of market education activities in the second semester of 2018.

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Reinhardt, Sarah. From Silos to Systems: Investing in Sustainable Nutrition Science for a Healthy Future. Union of Concerned Scientists, September 2021. http://dx.doi.org/10.47923/2021.14270.

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Diet-related disease, climate change, and environmental degradation exact an enormous toll on human and planetary health. These challenges could be addressed in part by shifting what we eat and how we produce food, yet key questions remain about how to make such transitions effective, equitable, and sustainable. To help answer these questions, investments in “sustainable nutrition science”—research and education at the intersection of nutrition, food production, and climate and environment—are urgently needed. However, the Union of Concerned Scientists has found that US public funding for sustainable nutrition science is severely limited, totaling an estimated $16 million annually between 2016 and 2019, and recommends more than tripling that amount in response to our devastating public health and environmental crises.

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Fan, Li, and Veronica Mendizabal Joffre. The Gender Dimension of Sustainable Consumption and Production: A Microsurvey-Based Analysis of Gender Differences in Awareness, Attitudes, and Behaviors in the People’s Republic of China. Asian Development Bank, December 2020. http://dx.doi.org/10.22617/wps200401-2.

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Using microsurveys conducted in the People’s Republic of China over the past 2 decades, this paper explores the individual preferences among men and women toward sustainable consumption and production—the concept of doing more with less and decoupling economic growth from environmental degradation. The study finds that women exhibit greener living and working habits than men. However, women—regardless of education, rural–urban setting, or age—are impacted by time poverty, low political participation, limited awareness, gender norms, and, for younger and older women, financial limitations. To encourage and increase women’s capacity in shaping environmental solutions, economic and political gender gaps must be addressed and awareness on the impact of consumption needs to be strengthened.

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Montefusco, Maria, and Kai Koivumäki. Nordic indicators for cooperation on disability – Monitoring the implementation of UNCRPD and Agenda 2030. Edited by Christina Lindström. Nordens välfärdscenter, June 2021. http://dx.doi.org/10.52746/ovbi5427.

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No person with a disability shall be left behind. This report presents suggested indicators for monitoring the implementation of the UN Convention on the Rights of Persons with Disability and Agenda 2030 in the Nordic region. The vision of the Nordic cooperation is to become the most integrated and sustainable in the world by 2030. The vision mirrors the sustainable development goals of Agenda 2030, according to which no-one shall be left behind. Persons with disabilities have the right to inclusion, and the Nordic countries monitor the developments of living conditions for persons with disabilities. All countries have also ratified the Convention on the rights of persons with disabilities and have high ambitions with regard to Agenda 2030. Throughout the region we face similar challenges concerning inclusion. Participation is not equal, not in employment, nor in education, economy, or health. But to improve this we need to see it. Even if a set of indicators is not the only way forward, they can help us measure if we are on the right track. In this report, we suggest a set of indicators that could be developed further and used to follow the developments towards inclusion and measure living conditions. By developing such a set of comparable indicators in the Nordic countries, we can see whether the countries separately and collectively follow the intentions of the UNCRPD to improve the living conditions of people with disabilities. The indicators are also an aid in the work to identify whether we are working correctly to achieve the Agenda 2030 targets.

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