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Dissertations / Theses on the topic 'Environmental education ; sustainable development education'
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1
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&rsquoattitudes 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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Law, Man-suet Michelle, and 羅文雪. "Achieving corporate sustainability through environmental education and training." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206704.
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Education and training are recognized as the crux of developing green organizational cultures in the achievement of corporate sustainability. Should ecology training be linked with the practical work of corporate members? Should they “learn by doing” or “do by learning”? The present study covered the links between environmental education and training and its success in greening the employees and corporate cultures. It investigated the effectiveness of environmental training and models a suitable training approach in developing environmentally aware corporate cultures. The study first revealed the drivers and challenges of implementing environmental education and training in managerial perception. 13 environmental managers of sustainability leading corporations and governmental departments in Hong Kong were surveyed by either face-to-face interviews or mailed questionnaires survey.
The role of environmental education and training in raising employees’ awareness toward a more sustainable manner has been fully recognized by the surveyed mangers. However, engaging employees in environmental learning was found to be the single biggest challenge among the managers. Managers have faced a dilemma when designing training content and training approaches. A wide range of rationales and determining factors were identified in the study. They were employee interests and motivation, training practicability and applicability, justification of resources and continuity of training impacts.
A series of environmental education and awareness training programmes of The Hongkong and Shanghai Banking Corporation Limited (HSBC) were used as a case study. Evaluation of the training outcomes, in terms of changes in participants’ environmental knowledge, attitudes and behaviour, was surveyed by using self-completion questionnaires with retrospective post- and then-test design. Across the 47 responses, the results show that employees gained knowledge and changed their values and behaviour towards the environment significantly. The acquisition of knowledge and attitude change leads to the development of green behaviour both in the workplace and at home.
Training design and approach, relevance and applicability of training content were found to have the greatest impact on the training outcomes. A combination of direct- and indirect- experiences in the training is also essential as the employees have direct contact with nature for affective-based attitudes while a proportion of indirect experience training is responsible for intellectual development. Training should be available for employees from each stratum in the company rather than only focusing on pinpointed management staff since it could promote a workable interface between employees and the corporation. Furthermore, organizational support including supervisory and peer support is vital to the training outcomes by encouraging employees to perform pro-environmental behaviour at work, in turn, greening the corporate culture. This study brings to the conclusion that, even though transition of sustainable corporate culture is a long process, it could be achievable in real-life businesses through utilizing an effective environmental education and training with properly designed strategies.published_or_final_version
Kadoorie Institute
Master
Master of Philosophy
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Williams, Pam. "University leadership for sustainability : an active dendritic framework for enabling connection and collaboration : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Environment Studies /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/625.
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Strålin, Frida, and Johanna Wiman. "Environmentally Sustainable Development in Tanzanian Education - Values of Teachers." Thesis, Linköping University, Linköping University, Linköping University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-52189.
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This is a Minor Field Study which was carried out in six schools in the Morogoro district in Tanzania. The aim of this study was to find out the values of Tanzanian teachers concerning education for environmentally sustainable development. 18 teachers have been interviewed and as a complimentary method we have observed lessons of different subjects to get a better understanding for the answers from the interviews. Our findings are that the teachers find it important to teach about both reasons and effects when it comes to environmental issues. Many teachers believed knowledge of how to live in order to avoid environmental destruction was at least as important to teach. Another conclusion is that the teachers find it important to teach about environmental issues because knowledge of the environment is necessary for development of a country. Finally we have concluded that the teachers´ values are supported by the syllabuses.
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Howe, Caroline. "The role of education as a tool for environmental conservation and sustainable development." Thesis, Imperial College London, 2009. http://hdl.handle.net/10044/1/5377.
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The UN has declared 2005 to 2014 the Decade of Education for Sustainable Development. However, education is often viewed as an unalloyed good and consequently, there have been few empirical studies on the costs and benefits of different forms of education within the fields of environmental conservation and sustainable development. Likewise, studies quantifying success of conservation and sustainable development projects are also limited. Without quantitative data on either of these aspects it is difficult to translate research into action, which is vital if conservation and sustainable development strategies are to succeed. This study explores educational policies at global and local scales based on conservation interventions funded by the DEFRA Darwin Initiative. At the global scale, I carry out an analysis of the role of educational activities in projects funded by the Darwin Initiative since its inception. At the local scale, I carry out an in-depth case study of the success of a Darwin-funded project for the conservation of the saiga antelope (Saiga tartarica) conservation in Kalmykia, Russia. The geographically small area studied meant that cultural and demographic influences could be controlled, allowing for an in-depth exploration of a media-based public awareness campaign in comparison with other conservation interventions. Fieldwork was carried out over three months, using willingness-to-pay (WTP) as an indicator of behavioural intention. Analysis involved generalised linear modelling techniques. To expand the study from a case-by-case scenario to a global comparative analysis, a database was developed of Darwin Initiative project reports, as the scheme has been promoting biodiversity conservation and sustainable resource use worldwide for many years and emphasises the importance of education within its remit. It therefore offers a range of education initiatives both in terms of scale and strategy providing the variance required for such a meta-analysis. The study involved a combination of quantitative statistical and cost-benefit analyses alongside qualitative in-depth interviews with project leaders. This may be one of the few studies on environmental conservation and sustainable development success in which intervention effectiveness has been properly quantified and robustly examined. WTP, as an indicator of behavioural intention, was established as a practical measure of conservation success at field-level. At the larger scale, consistent measures of success can be developed that can be used to analyse large datasets in a quantitative manner. These measures have been used successfully to establish education as a useful tool for environmental conservation and sustainable development and to demonstrate important distinctions in cost-effectiveness of different educational strategies. It is hoped that this comprehensive and quantitative comparative assessment of the effectiveness and success of different conservation interventions will be used in future implementation of conservation, and in particular environmental education policies, to ensure that sustainable development and environmental conservation strategies are both cost-effective and successful.
15
Packard, Jill M. E. "Environmental education and the dimensions of sustainability an analysis of the curriculum of the Cuyahoga Valley Education Center /." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1181072399.
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Samuel, Hilary R. (Hilary Ruth). "Educating for sustainable development : a case study of an environmental immersion school." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60475.
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A new environmental immersion school has opened in Canada. This case study examines early stages of the project's implementation in order to contribute to an understanding of how best to implement environmental education in schools.Examination of the literature on educational change led to an analytical framework which included: (1) Characteristics of the innovation; (2) Strategies and tactics used; (3) Contextual characteristics; (4) Macro sociopolitical factors. This was used to categorize qualitative data collected through interviews, observation, a questionnaire and documents.
The study uncovered a number of obstacles to implementation in the school, principally: (1) Conceptual problems about environmental education; (2) Poorly defined school philosophy and goals; (3) Difficulties in coordinating the project between individual efforts and departments; (4) A hiatus between administration and teacher perceptions.
The case study provided insight on the process of curriculum implementation as well as specific issues relating to environmental education and the theme of sustainable development.
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Phuong, Nguyen H. "Engineering education for sustainable development in Vietnamese universities : building culturally appropriate strategies for transforming the engineering curriculum towards sustainable development." Thesis, University of Gloucestershire, 2013. http://eprints.glos.ac.uk/2038/.
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The main goal of this study was to improve the contribution of higher education to sustainable development in Vietnam, specifically in the area of engineering education. The study mapped the current scenario of sustainable development and engineering in higher education in Vietnam as well as investigated how a cultural perspective may influence change strategies in higher education for sustainable development. This study addressed the need for empirical research on the education for sustainable development experience in Vietnam. It argued for and contributed to an emerging international dialogue about how to accelerate progress towards engineering curriculum transformation for sustainable development in different cultural contexts. Located in the interpretivist tradition, the study utilised a wide range of qualitative research techniques to collect and validate data including open-ended questionnaires, interviews, group discussions, participant observation and documentary review. Empirical data was generated between May 2010 and August 2012 in both Vietnam and the UK through three research stages. The first stage was informed by a qualitative survey which captured baseline data collected through a large group of stakeholders from different sectors and various levels of governance. The study mapped the current responses to sustainable development in Vietnam, and confirmed the need and expectation for change in Vietnamese engineering education towards sustainable development. Case study research was carried out at three Vietnamese engineering universities during stage two. The focus was on understanding the current processes and opportunities for curriculum change for sustainable development, as well as investigating how the specific contextual and cultural factors might influence the desired change. The study found evidence of issues which hampered the current efforts in education for sustainable development in the engineering universities in Vietnam. The analysis also provided insights into the Vietnamese values, attitudes and expectancies, and behavioural preferences which contributed to explaining why these issues existed.
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Bengtsson, Stefan L. "Beyond Education and Society : On the Political Life of Education for Sustainable Development." Doctoral thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-229355.
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The objective of this dissertation is to develop a theoretical and analytical framework for understanding the political in education from a social and global perspective. With this objective in mind, it employs an empirical engagement and theoretical reflection on how this political can be seen to emerge in policy making on Education for Sustainable Development (ESD). Policy making on ESD is interpreted as engaging in the constitution of the social and globalisation, where the non-determination of this practice is seen to require political acts of identification with particular perspectives on what education, society and, as a result, ESD should be. Book I constitutes a theoretical and analytical framework that outlines central concepts, such as antagonism, temporality, space and rhizomic globalisation, in order to conceive of how the political in education can be understood and analysed in concrete articulations, such as policy making on ESD. The findings of the empirical analysis underlying this dissertation and that address the political in policy making on ESD are presented in the papers that are incorporated into this dissertation as part of Book II. Paper I discusses how we can conceive of the relation between ESD and globalisation and makes an argument that this relation should be seen to be political and characterised by conflicting perspectives on what ESD is. Paper II presents the findings from a comparative study of policy making on ESD that engages with concrete policy on ESD in order to reflect on how globalisation can be seen to emerge in these instances of policy making. Paper III presents the findings of a comprehensive discourse analysis of Vietnamese policy making and shows how the concepts of ESD and Sustainable Development are contested among different perspectives of how Vietnamese society should be constituted. The dissertation as a whole makes an argument for the inescapable political condition for education and how this condition necessitates the articulation of concepts such as ESD that name an inaccessible state beyond conflict and social antagonisms that is to be achieved through education.
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Elfving, Maria, and Sanna Ristimäki. "Environmental Education in Rural Development : A Case Study in Mecubúri District, Mozambique." Thesis, Linnéuniversitetet, Institutionen för samhällsvetenskaper, SV, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-17711.
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Elfving M, Ristimäki S, 2011. Environmental Education in Rural Development, A Case Study in Mecubúri District, Mozambique, Master’s Thesis in Peace and Development Work, Linnaeus University, Växjö, Sweden This masters’ thesis is a result of research conducted during three weeks in Mecubúri District, located in northern Mozambique. The study aims to explore environmental challenges and the environmental education in Mecubúri area. It strives to understand how rural farmers are able to use environmental education as a measure to act upon the environmental challenges in the area as well as to strengthen their livelihood assets. The target group of the study is the people living in Mecubúri. A basic understanding of environmental education and the socio-economic situation in Mecubúri was achieved by a systematic collection of empirical data through the use of a methodological approach called Participatory Rural Appraisal. Ethnographic methods such as participatory observation and semi-structured interviews built the base for the qualitative primary data collection and the secondary data was collected through literature reviews. The holistic and human centred theoretical framework Sustainable Livelihood Approach (SLA) laid the analytical base of the study. The most prominent environmental concerns identified by the inhabitants were agricultural issues, uncontrolled bushfires, changes in rainfall and the increased prevalence of strong winds and cyclones as well as sanitation and hygiene. Education was transmitted through both formal and informal communication channels, whereby conservation farming, education related to sanitation and hygiene as well as various educational channels were identified as the most important factors for the rural people in Mecubúri. As a concluding remark, it is argued that the society has a strong social capital which is effectively being used in environmental education. In contrast, an increased effort from the governmental level is advocated whereby a focus on conservation farming is recommended.
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Lourenço, Fernando. "Entrepreneurship education for sustainable development : investigating the influence of economic, social and environmental factors." Thesis, Manchester Metropolitan University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493850.
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This study is about entrepreneurship education and how it promotes sustainable entrepreneurship (i.e., for profit green/social business). The focus of this study is to examine the impact of varying economic, social and environmental concerns of those engaged in entrepreneurship education for sustainable development. Recently, two conceptual papers in the Journal of Business Venturing highlighted the opportunity to promote and exploit sustainable entrepreneurship (Cohen and Wimi, 2007; Dean and McMullen, 2007). However, little is known about the role of entrepreneurship education in promoting opportunities within the arena of sustainable development (for profit green/social business opportunities). We do not know whether individuals' economic, environmental and social concerns have any impact on learners' learning, attitudes, intentions and behaviours. Research related to marketing and environmental psychology does indicate such relationship within the framework of the theory of planned behaviour.
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Sandin, Eva-Maria. "Education for Sustainable Development in Perspective(s) : Rural Mongolian teachers’ views on environmental problems." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-227002.
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Many researchers argue that there is a demand for a new way of teaching and learning to better equip us for the value pluralistic society we are living in. Research has shown that teachers are reluctant to teach about value pluralistic subjects. This thesis aims to study how rural Mongolian teachers view the human-nature relationship in relation to the current situation in Mongolia, characterized by economic growth and environmental issues. Ethical perspectives are applied on the teachers’ views in order to bring structure to the different ways of viewing the human-nature relationship. The study shows that the teachers’ values change depending on if they look at their personal relationship to nature or put nature in relation to society. The results prove that even though personal values are complex it is possible to bring structure to how we understand them. The result provides an example of how complex value pluralistic issues can be structured in order to enable an understanding of them. Furthermore, the thesis suggests that ethical perspectives can be used in education for sustainable development when striving for a new way of teaching and learning.
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Islami, Lander. "Education for Sustainable Development in the Kosovo: The Voice of Youth." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-338512.
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The aim of this project is to explore the state of Education for Sustainable Development (ESD) in Kosovo, from a student's perspective. The education system in Kosovo has for some years undergone reform. The principles of Education for Sustainable Development have been incorporated in ministerial policy and the curriculum. Throughout the past years, numerous research papers and reports have assessed the practice of ESD in Kosovo. An assessment of the voice of youth regarding this topic seems to be lacking. This project contributes towards filling this gap. The results of this study show that official policy in Kosovo makes reference to ESD, yet educational practice remains far from living up to what is desirable and doable in terms of ESD. By and large, this study suggests there is a large gap between the rhetoric of ESD in the education system in Kosovo and the actual practice in schools. Further research is hence needed to provide a more in-depth and representative analysis of ESD in the Kosovo education practice. Moreover, this study concludes that it is increasingly important to recognize the opinion of young people, they are marginalized and have been left out of the decision making about the future of the country. More importantly, youth will determine what Kosovo will be in 10-20 years and therefore they should be heard more strongly and more often.
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Boois, Ulrich. "Key decision-makers' perceptions of sustainable sea fisheries in Namibia and the implications for environmental education programmes." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003544.
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This study investigates key decision-makers' perceptions of sustainable sea fisheries in Namibia, and explores the possibilities for the future development of education programmes that focus on "sustainability" in the fisheries sector. The concept of "sustainability" and its application in the context of a biological resource, namely sea fisheries, was examined. A series of questions were raised concerning sustainable fisheries: intergenerational implications of patterns of resource use, equity concerns, time horizons, and the protection of marine biodiveristy, among others. Examples from the Namibian and the European Community Sea Fisheries Industries are used to illustrate these issues. In spite of divergent views on what "sustainability" means, the study leads to certain findings that have broader policy implications. Data was collected from semi-structured interviews undertaken with six (6) key decision-makers in the Sea Fisheries Industry of Namibia, then analysed and assessed. The perceptions of key decisionmakers were determined by qualitative analysis in the interpretive paradigm. The data indicated some agreement in terms of what the key decision-makers think about the sustainable utilisation of the fisherjes resources. It is almost impossible to have complete agreement, because the decision-makers are from different contextual backgrounds. Those who make the decisions are more concerned about "how to manage" and those who act on the decisions put more emphasis on economic self-interest. Although the interviewees' perceptions of sustainable fisheries was imperfect, there was broad support for its aims and principles. The study also revealed that the achievement of sustainable sea fisheries development in Wamibia will require broader educational and public awareness programmes to enhance participation in decision-making debates. Formal and informal marine environmental education, from the perspective of "Responsible Fishing" has been emphasised.
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Moy, Sina. "The importance of incorporating Education for Sustainable Development (ESD) into the secondary curriculum in order to minimise the problems of waste on South Tarawa : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Science in Geography /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/1017.
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Lee, King-yin, and 李敬賢. "A proposal to reform environmental education in Hong Kong to increase understanding of sustainable development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31255930.
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Nduna, Joyce Nothemba. "Environmental education for sustainable communities by adult practitioners in a black urban community." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51744.
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Thesis (Ph.D.)--Stellenbosch University, 2000.ENGLISH ABSTRACT: Within the broad theoretical context provided by debates and policies on curriculum development and current approaches in adult and environmental education, this study attempted to improve my own practice by making a meaningful contribution towards the professional development and conceptual understanding of student teachers who have registered for a three-year National Diploma in Adult Basic Education and Training (ABET) at the Peninsula Technikon in Cape Town. Although these students have no teaching qualifications, they are involved in community literacy education for disadvantaged people in various communities and in non-governmental education centres. The professional development and conceptual understanding of the students with regard to sustainability as a key environmental concept was effected by focusing on the concepts, and applying the processes of environmental education for sustainability (EEFS) in the teaching and learning process. In an attempt to integrate theory and practice the student teachers took action in community-based environmental projects organised by the Tsoga Environmental Resource Centre in Langa, Cape Town. The idea was that they should apply their acquired skills and understanding of sustained environments and teach adult learners to transform their local environments through their literacy classes. This means integration of adult literacy with environmental or ecological literacy The interviews and observations of the students at work in the community were not only aimed at providing feedback for the purposes of future programme design but also at monitoring what the students did with their learning experiences regarding EEFS as a theme, in a different teaching situation (adult literacy classes). In the final analysis, the present study attempted to clear up conceptual misunderstandings and to show that education processes are as important as its content and outcomes. It has attempted to operationalise curriculum approaches, recommended for environmental sustainability, in a practical way. The study as a whole is set within the general literature of both adult and environmental education, and particularly that of curriculum and student development for social transformation.
AFRIKAANSE OPSOMMING: Binne die breë teoretiese raamwerk van diskoers en nasionale beleidsdokumente ten opsigte van kurrikulumontwikkeling, en huidige benaderings tot volwasse en omgewingsopvoeding poog hierdie studie om my eie praktyk te verbeter deur 'n betekenisvolle bydrae te lewer tot die professionele ohtwikkeling, en konseptueie begrip van studentonderwysers wat ingeskryf is vir 'n drie-jaar Nasionale Diploma in Volwasse Basiese Onderwys aan die Skiereilandse Tegnikon in Kaapstad. Alhoewel hierdie studente oor geen formele onderwyskwalifikasies beskik nie is hulle betrokke in geletterdheidsopvoeding onder benadeelde gemeenskappe en in nieregeringsentra. Die professionele ontwikkeling en konseptueie begrip van die studente ten opsigte van volhoubaarheid as 'n sentrale omgewingskonsep is ondersoek deur te fokus op die kernbegrippe, en die aanwending van prosesse eie aan omgewingsopvoeding vir volhoubaarheid (OOW) in leer en onderrigprosesse. In 'n poging om teorie en praktyk te integreer is studente aangemoeding om betrokke te raak in verskeie gemeenskapsgebaseerde projekte wat deur die Tsoga Omgewingsentrum in Langa, Kaapstad georganiseer word. Die idee hiermee was dat hulle ontwikkelende vaardighede en begrip ten opsigte van volhoubare gemeenskappe sal aanwend deurdat terwyl hulle volwasse leerders leer lees en skryf, hulle terselfdertyd sal bydra tot die transformasie van hulle gemeenskappe. Dit beteken integrasie van volwasse geletterdheid met omgewings of ekologiese geletterdheid. Onderhoude met, en waarnemings van die studente tydens hulle werk in die onderskeie gemeenskappe is gedoen nie alleen met die oog op programontwikkeling nie, maar ook met die oog op monitering van die verskillende wyses waarop studente hulle eie leerervarings in (OOVV) hulle praktyk in 'n ander konteks (volwasse geletterdsheidsklasse) beïnvloed en verryk. By wyse van samevatting kan gesê word dat hierdie studie ondersoek ingestel het na wanpersepsies ten opsigte van omgewingskonsepte en hoe dit aangespreek kan word, en aangetoon het dat ook in hierdie konteks, onderwys prosesse net so belangrik soos inhoud en uitkomstes is. Verder is kurrikulumbenaderings wat vir OOW ontwikkel is ondersoek en in konteks van Volwasse Basiese Onderwys geoperasionaliseer. Die studie as geheel is gesetel binne die algemene literatuur van beide volwasse en omgewings opvoedkunde, en in besonder die van kurrikulum en studente ontwikkeling vir sosial transformasie.
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Giap, Binh Nga. "Education for environment: A useful concept." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-190630.
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By analyzing the relationship between sustainable development and education, the author developed the guidelines proposal for the practical work in environmental education and its application to guide instruction and research in VietnamTrên cơ sở phân tích mối quan hệ tác động qua lại giữa giáo dục và sự phát triển bền vững cũng như tiếp cận những định nghĩa của một số tác giả khác về giáo dục môi trường. Tác giả đưa ra định hướng thực hành trong giáo dục môi trường. Định hướng này ứng dụng trong giảng dạy và nghiên cứu giáo dục môi trường tại Việt Nam
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Dube, Carolina. "Implementing education for sustainable development : the role of geography in South African secondary schools." Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71683.
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Thesis (PhD)--Stellenbosch University, 2012.Includes bibliography
ENGLISH ABSTRACT: During the Decade of Education for Sustainable Development (DESD) (2004-2015), better teaching and learning of environmental education and education for sustainable development (EE and ESD) in schools is one of the main responses to the worsening state of the global environment. Environmental concerns are integrated into the South African school curricula; in the General Education and Training (Grades R-9) (GET) and Further Education and Training (FET) phases through the principles that underpin the curricula such as social justice, a healthy environment, human rights and inclusivity. While a cross-curricula approach to teaching and learning is followed in the GET phase, environmental concerns are infused in each subject at FET level. Because geography deals with human-environment relationships and is interdisciplinary, it is considered to be one of the main vehicles for teaching EE and ESD. To respond to the need for better teaching and learning of EE and ESD during the DESD, the main aim of this research project was to find out how EE and ESD are being implemented through the geography curriculum in South African secondary schools at FET level. The investigation sought answers to questions related to: opportunities for teaching EE and ESD in the geography National Curriculum Statement; the geography teachers’ perspectives on EE and ESD; the extent to which the teachers incorporate the teaching of EE and ESD in the geography lessons; pedagogical approaches used by the geography teachers; and, the barriers to teaching environmental concerns through the geography curriculum. A qualitative case study research design, underpinned by the interpretive research paradigm, was used. A sample of 10 senior geography teachers comprising 8 males and 2 females participated in the study. They were drawn from five Western Cape secondary schools selected through purposeful sampling in such a way that the sample of schools is representative of the socio-economic and sociocultural context of the Western Cape as far as possible. Data were generated from biographic questionnaires and semi-structured interviews. Data were also generated from lesson observation and the analysis of documents such as the geography NCS, work schedules and lesson plans. The use of different research instruments ensured the triangulation of data sources in order to address issues of validity and reliability. The qualitative data were then analysed through thematic analysis. The study found that the sustainable development theme is central to the curriculum. Additionally, strategies of implementing EE and ESD such as the enquiry approach, the issues-based approach and the need to impart critical thinking skills are suggested in the curriculum. The teacher participants experience conceptual barriers concerning the nature of EE and ESD and that of notion of integrated geography promoted by the curriculum document. As a result, some of the teacher participants have difficulties in identifying EE and ESD themes in the curriculum document and incorporating them in the lessons. Furthermore, the teacher participants have difficulties in distinguishing learner activities from learnercentred approaches underpinned by constructivist learning theories as observed by Janse van Rensburg & Lotz-Sisitka (2000) and in using the enquiry learning approach. Some teacher participants prefer using traditional teacher-centred approaches which enable them to finish syllabuses in time for examinations. The use of learner-centred approaches such as fieldwork is hindered by barriers such as shortage of resources, class time, large classes, deteriorating discipline, heavy workload and policy contradiction. This study revealed a gap between policy rhetoric and practice in the teacher participants’ efforts to implement EE and ESD through the geography NCS.
AFRIKAANSE OPSOMMING: Beter omgewingsopvoeding-onderrig en -leer van volhoubare ontwikkeling (OO/OVO) in skole is een van die hoofresponse op die toenemende agteruitgang in die toestand van die wêreldomgewing in die Dekade van Opvoeding vir Volhoubare Ontwikkeling (DOVO) (2004-2015). OO/OVO is geïntegreer in die Suid-Afrikaanse skoolkurrikulum; in die Algemene Onderwys en Opleidingfase (Grade R tot 9) (AOO) en die Verdere Onderwys en Opleidingsfase (VOO) deur die beginsels wat die leerplan onderlê soos sosiale geregtigheid, ‘n gesonde omgewing, menseregte en inklusiwiteit. Alhoewel ‘n kruiskurrikulêre benadering tot onderrig en leer in die AOO-fase gevolg word, word OO/OVO by elke vak op die VOO-vlak geïntegreer. Omdat geografie oor mens-omgewingverhoudings handel en interdissiplinêr is, word die vak as een van die hoofvoertuie vir die onderwys van OO/OVO beskou. Om op die behoefte vir beter onderrig en leer van OO/OVO tydens die DOVO te reageer, is die hoofdoel van hierdie navorsingsprojek om vas te stel hoe OO/OVO deur die geografiekurrikulum in Suid-Afrikaanse sekondêre skole op VOO-vlak geïmplimenteer word. Die ondersoek het antwoorde gesoek op vrae wat verband hou met: geleenthede vir die onderrig van OO/OVO in die geografie Nasionale Kurrikulumverklaring (NKV); die perspektiewe van geografie-onderwysers oor OO/OVO; die mate waartoe onderwysers die onderrig van OO/OVO in geografie-lesse inkorporeer; die pedagogiese benaderings wat geografie-onderwysers gebruik; en die hindernisse ten opsigte van die onderrig van OO/OVO in die geografie-kurrikulum. ‘n Kwalitatiewe gevallestudie-navorsingsontwerp, ondersteun deur die interpretatiewe navorsingsparadigma, is ingespan. ‘n Steekproef van 10 senior geografie-onderwysers, bestaande uit agt mans en twee vroue is by die studie betrek. Hulle is uit vyf Wes-Kaapse sekondêre skole geselekteer deur middel van doelgerigte steekproefneming op so ‘n wyse dat die monster van skole so ver moontlik die sosiaal-ekonomiese en sosiaal-kulturele kontekste van die Wes-Kaap weerspieël. Inligting is verkry uit biografiese vraelyste en semi-gestruktureerde onderhoude, asook deur waarneming van lesse en deur die ontleding van dokumente soos die NKV vir geografie, werkskedules en lesplanne. Die van verskillende navorsingsinstrumente is gebruik ter ondersteunin van die triangulasie van data ten einde geldigheids- en betroubaarheidskwessies aan te spreek. Die kwalitatiewe data is daarna aan tematiese ontleding onderwerp. Die studie bevind dat volhoubare ontwikkeling ‘n sentrale tema in die kurrikulum is. Daarbenewens word strategieë om OO/OVO te implementeer, soos die ondersoekleerbenadering, die kwessiegebaseerde benadering en die behoefte om kritiese denkvaardighede te ontwikkel, in die kurrikulum voorgestel. Die onderwyserdeelnemers ervaar konseptuele hindernisse met betrekking tot die aard van OO/OVO en die nosie van geïntegreerde geografie wat die kurrikulumdokument bevorder. Gevolglik vind sommige onderwyserdeelnemers dit moeilik om OO/OVO in die leerplandokument te identifiseer en in hul lesse te inkorporeer. Verder ondervind die onderwyserdeelnemers probleme om leerderaktiwiteite te onderskei van die leerdergesentreerde benaderings wat onderlê word deur konstruktiwistiese leerteorieë soos deur Janse van Rensburg & Lotz-Sisitka (2000) waargeneem en om die ondersoekleerbenadering te gebruik. Sommige onderwyserdeelnemers verkies om tradisionele onderwysergesentreerde benaderings wat hulle in staat stel om kurrikula betyds vir eksamens af te handel. Die gebruik van leerdergesentreerde benaderings soos veldwerk word gestrem deur belemmeringe soos hulpbrontekorte, beperkte klastyd, groot klassse, verswakkende dissipline, hoë werklading en teenstrydighede in die beleid. Die studie het ‘n gaping tussen beleidsretoriek en die praktyk in die onderwyserdeelnemers se pogings om OO/OVO te implementeer wat in die geografie NKV ingewerk is, uitgewys.
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Naunova, Kristina. "Education for Sustainable Development for Everyone: Massive Open Online Courses and global, climate literate, sustainable citizens." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-353146.
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This thesis contributes to knowledge about how Massive Open Online Courses (MOOCs) as educational online platforms can be utilized in achieving the purposes of Education for Sustainable Development (ESD). Starting out from a view that, in the face of global challenges every individual is an important actor with agency to drive for necessary social changes, the overall ambition of this thesis is to investigate the role of MOOCs, as a specific form of online learning, in empowering and enabling learners to acquire the competences needed to take responsible actions and informed decisions in a rapidly changing, interdependent and unequal world. More specifically, this thesis aims at providing a deeper insight into the question of whether the pedagogic approaches used in ESD (learner-centered, action-oriented and transformative learning) and the learning processes that they promote, can be incorporated in the MOOC environment. This issue holds importance due to the global and intergenerational character of ESD where providing access to training and learning for sustainable development for all is vital. In this respect, MOOCs have been envisioned as revolutionary in the provision of access to education to a wider audience. Nevertheless, the “massive” part of MOOCs could pose a challenge in connection to ESD, due to the fact that ESD is not easily generalized and aims at upholding local relevance. Therefore, this thesis also looks into the question of the implications posed by scale and the issue of scalability when investigating how MOOCs can enable the application of ESD pedagogic approaches, thus also contributing to the achievement of the purposes and learning objectives of ESD and Climate Change Education as its constituent part. Utilizing a case study methodology, the MOOC in Climate Change Leadership at Uppsala University is chosen as a case example of the MOOC learning environment and learning circumstances. By conducting a content analysis of the MOOC materials as presented on the online platform, and developing an analytical framework based on the ESD pedagogic approaches, this thesis reaches the conclusion that some aspects of the ESD approaches benefit from the networked environment and large-scale participation in the MOOC environment, while the incorporation of others is more challenging and asks for further research and improvement of the MOOC learning environment in order for them to provide for the optimal learning circumstances and outcomes in connection to ESD.
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Cleophas, Noel Cyril. "Marine environmental education for a sustainable exploitation of marine resources. The case of Abalone poaching in the Hermanus area." University of the Western Cape, 2002. http://hdl.handle.net/11394/7778.
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Magister Administrationis - MAdminThe coastal zone is a highly complex and highly productive environment in which components are intimately linked and interdependent on each other. Furthermore, human pressure and poaching remains an enormous problem within coastal zones and therefore necessitates an integrated and multidisciplinary development and management effort.
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To, Kimiharu. "Cross-national influence of the term sustainable development upon the field of environmental education| Comparison between the United States and Japan." Thesis, State University of New York Col. of Environmental Science & Forestry, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10105244.
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This study conducted an international comparative study between Japan and the United States to examine both problems and possibilities in the use of the term ‘sustainable development’ (SD) among environmental educators. In so doing, this study applied a multilevel analysis—national, state/prefecture, and individual levels—to assess SD’s overall influences. Such a comparative elaboration of the individual perceptions, as well as the policy contexts, helps in comprehending both the conceptual and practical obstacles, and their possibilities, when using an internationally-promoted term. I found that respondents of both countries tend to have a firm grounding in the field of EE, and make only supplementary use of the notions of sustainable development and ESD, primarily for emphasizing social and economic dimensions of environmental issues.
Some of the notable results are as follows: 1. Environmental educators of both countries are still hesitant to embrace ESD or Education for Sustainability in their teachings; 2. Environmental educators of both countries, while not rejecting the concepts of sustainable development and ESD, are instead operationalizing them to punctuate social and economic issues; and 3. Most environmental educators perceive EE as being larger and more comprehensive than ESD. This is demonstrated in the survey results in which none of the American environmental educators perceived EE as being smaller than ESD.
Implications from the results are as follows: 1. The ‘shift’ in discourse from EE to ESD appears to be incomplete, contrary to some recent observations. I believe that this is because the field of EE, while showing some differences at the national level, has been affirming the incorporation of social and economic processes into teaching practice through attention to laws, literacy plans, guidelines, and conferences. The individual educators appear to be influenced by these shifting emphases, professional networks and policy contexts.
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Boldkhuyag, Enkhtuya. "Values and pro environmental behaviour among Mongolian adolescents:Implications for ESD." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-258952.
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The study aims to contribute in the understanding of key values and behaviours for Education for sustainable development and their correlations and to further develop knowledge about how they are distributed among upper secondary school students in relation to socio-demographic factors. There were 274 surveys collected in 5 different schools in Ulaanbaatar and analysed using ANOVA followed by Tukey test and Pearson’s correlation tests. The study supports the findings of previous research that universal, benevolence and traditional values are positively correlated with a positive environmental behaviour. The positive orientation towards sustainability suggest that the current adolescent Mongolian population can become potential environmental supporters with a strong motivation towards sustainable behaviour and attitudes. The demographic and social factors were weak in relation to value orientations, no significant difference observed in value orientation. There was a notable gender difference in pro environmental behaviour which aligned with many existing academic studies. Social factors in relation to environmentally friendly attitude suggested that pro environmental adolescents were somehow exposed to the natural environment and read books during their free time displayed increasingly positive behaviour toward the environment. Therefore this study emphasises the importance of encouraging informal outdoor activities and increasing the access and popularity of reading books among youths. These measures would also serve to strengthen the benevolence value and promote pro environmental behaviour.
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Morris, Nicholas A. "Relocating Education for Sustainability: From the campus to the community." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1477287211778195.
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Ireland, Liza. "Educating for the 21st century : advancing an ecologically sustainable society." Thesis, University of Stirling, 2007. http://hdl.handle.net/1893/240.
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Through case study research, two pioneering schools in Canada that developed whole-school approaches to education for sustainability were investigated to illuminate how conceptual root metaphors resonate with ecological philosophy and educational practices. The study considers philosophy, policy formation, organization/ management structures, buildings/ grounds and resources, curriculum development, and teaching and learning practices at each of these schools. The findings are highlighted and further informed by what the administrators, teachers, community volunteers, parents, and students perceive to be the successes, obstacles and needs they faced in trying to establish their pioneering approaches. These insights provided methodological triangulation as they reinforced the literature review and analysis of findings. The case study includes an Independent school founded and designed specifically around bioregionalism so as to promote sustainability, and a government-run elementary school that decided to teach and model sustainability. The analysis reveals differences in the underlying conceptual metaphors and the significant extent to which these metaphors resonated with practice. This research suggests that root conceptual metaphors are significant and can be associated with various intentions and enactments of the whole curriculum. Ecological and mechanistic metaphorical perspectives have been found to be associated with policy formation, organization and management structures, decision-making and communication; curriculum development; community involvement; changes to the buildings and grounds; and teaching/ learning practices. Although this research suggests that where ecological metaphors were in play school practices were more strongly associated with an ecological model in education for sustainability, it has also shown that this may not be sufficient. Being aware of the underlying conceptual root metaphors in all aspects of the educational approach is also a critical step. The context within which a school operates may preclude or act as a strong obstacle to change. Simply grafting a sustainability program imbued with ecological metaphors onto the accepted educational system, one founded on contradictory ‘mechanistic’ metaphors, may not be as effective as intended as metaphors seem to seep into the school’s culture and systems. This, however, implies that there needs to be freedom and room to challenge significant systemic obstacles. There would need to be noteworthy changes in the socio-political structure that is in play. Accordingly, for schools to lead the change towards an ecological worldview or paradigm shift, schools would need to be free to adopt an alternative vision of education, ethos and particular organizational structures.
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Cheng, Yusi. "Investigating students' learning of sustainable development through music education : an exploratory study at Key Stage 3 in England." Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/11162.
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‘Education’ is widely regarded as the primary agent of transformation towards ‘sustainable development (SD). In England, ‘Education for Sustainable Development’ (ESD) has been an established part of the National Curriculum, but in secondary schools, the subject of music, which seems to have great potential for helping in creating interest and awareness of SD to foster responsible behaviours, appears more often to be ignored. There is a growing enthusiasm for, and anecdotal recognition of, the benefits of using music in the teaching of SD issues to young people amongst educators and musicians. However, no in-depth ESD empirical research with regard to music education and few ESD good practices currently exist. To this end, the PhD, which examines the pedagogical potential of music in ESD and the role of music as a learning medium in the development of students’ capacities necessary for a more sustainable future, fills this research gap. An ethnographical intervention, informed by constructionist and symbolic interactionist approaches, is employed in this project. Sets of music-SD lessons in the lower stages of four secondary schools in London boroughs were analysed as case studies of how SD might be taught in music classrooms. Evidence suggested that it is feasible and beneficial to embed SD into the secondary music curriculum. The findings demonstrated that a transformative pedagogical approach in ESD was achieved by combining different methods for integration, including listening, composing and performing pieces of music, raps and songs on SD and creating and performing junk instruments, with a range of strategies of ESD, such as discussion, audio and visual activities, brainstorming and co-operative work, in a holistic process. For some students, compared with the traditional subjects for ESD, such as geography and science, the particular ways of learning SD within the musical context seemingly resulted in their higher level of enthusiastic, active, participative, affective and transformative learning, and thus positively affected the achievement of the outcomes of ESD, which was manifested in the development of their SD-related understandings, skills, attitudes and potential behaviours.
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Rootzén, Johan. "Perceptions of the concept of sustainable development among Russian and Swedish students." Thesis, Umeå University, Mathematics, Technology and Science Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1095.
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The ambition for Education for Sustainabl Development (ESD),to integrat the principles, values,and practices of sustainable development into all aspects of education and learning is a huge undertaking. The aim of this study is to compare how this concept is being implemented and interpreted in Russian and Swedish schools.The study has been carried out using a combination of questionnaires,interviews and literature analysis. The results show that relatively few of the Russian students (29%)had heard about the concept of sustainable development while a majority of the Swedish students (75%)claimed to have heard about the concept. The general understanding of the concept seem to be rather low both in Russia and Sweden. Just a few of the students expressed that they had a feeling of the meaning of the concept sustainabl development. The results also show that the Russian and Swedish students share many values and priorities. However there are som areas where priorities differ. Russian students rank economical goals like high economical growth and emphasis on fighting economical inequalities higher than their Swedish counterparts. Both the Russian and Swedish students images of the future and their own capability of influencing the future development tend to be optimistic. The Russian students tend to be more optimistic about the future than the Swedish students. The Swedish students, however, seem to be more confident that they personally can influenc what happens with the environment. The conclusion is that if the ambition really is to integrat ESD as a natural part of the educational system clearer mandates and more recourses will be needed. More efforts have also to be put into the inclusion of more actors in the process, both on local and national level.
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Sherren, Katherine Dove. "Sustainability bound? : a study of interdisciplinarity and values in universities /." View thesis entry in Australian Digital Theses Program, 2008. http://thesis.anu.edu.au/public/adt-ANU20080507.100919/index.html.
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JODOIN, Joshua John. "Using Education for Sustainable Development (ESD) for Language Learners : Study of University Approaches." Kyoto University, 2019. http://hdl.handle.net/2433/244583.
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Babikwa, Daniel J. "'Environmental policy to community action': methodology and approaches in community-based environmental education programmes in Uganda." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003400.
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This research was conducted in Luwero, a rural district in central Uganda, over a period of three years, half of which entailed fulltime engagement in a participatory action research process with VEDCO, an indigenous NGO. The study focuses on the educational processes involved in the translation of Uganda's environmental policy into action at community level. It looks at community-based education and development activities run by VEDCO among smallholder farmers. The study addressed four objectives. For the first objective I developed a conceptual framework through a review of theories informing education in general and environmental education, adult education, community education, and community development in particular. The second objective was to conduct a situational analysis to identify contextual issues related to policy implementation at community level. The third objective was to engage in a participatory action research process with the NGO in the farming community in response to the identified contextual issues, and the fourth was to explore and comment on environmental education methods used within a community context. PRA techniques, interviews, and other participatory data collection methods were used to generate the data. The study reveals contradictions that limit NGO capacity to make appropriate use of participatory education processes in implementing policy-related training at community level. Elements in the National Plan for the Modernisation of Agriculture, for example, conflicted with the principle of sustainable development underlying the policy. VEDCO itself was changing from a social-welfare-oriented organisation into a commercial enterprise pursuing economic goals, which conflicted with its social goals. The capitalist development ideology of the donor was being adopted by VEDCO, which contradicted the goals of people-centred development. This was exacerbated by VEDCO's dependency on donor funds for its activities. Contextual issues like people's history; poverty, gender and inconsistent land policies further complicated the policy implementation processes. There were also inconsistencies in the epistemological assumptions and didactic approaches evident in the implementation. The study shows that the intended emancipatory education processes are more often supplanted by technicist methodologies. Thus, it exposes the underlying historical, ideological and epistemological tensions and contradictions within the field of education, particularly in relation to the `paradigmatic' orientations (neo-classical, liberal and socially critical/emancipatory) outlined in the literature. Conclusions are made at two levels: in relation to the study goals, of examining policy implementation at community level and in terms of the study's contribution to the understanding of current education theory in the context of sustainable development among communities.
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Kim, Misol. "From Education to Action: The Effectiveness of CEMUS courses in promoting behavior and action towards sustainable development." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-177264.
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This thesis studied four CEMUS courses offered in spring 2011. The purpose of this study was: 1) to measure CEMUS students‘ self-reported behavior and action as well as behavior intention towards sustainable development; 2) to analyze different factors and barriers to their behavior and action; 3) to analyze course coordinators‘ knowledge and perspectives about behavior change and action towards sustainable development; and 4) to analyze each course‘s impact on students. Finally, this thesis discusses how education can be improved to foster behavior and action towards sustainable development. This study used both qualitative and quantitative methods. According to the results, most CEMUS students were willing to recycle; to switch off electricity when it‘s not needed; and to travel by bicycle or public transportation instead of by car. On the other hand, fewer students had a willingness to pay for environmental costs and to cut down water consumption and waste. Among the opportunities for indirect action, it was political participation and working within the field of sustainable development (SD) that were most preferred. In contrast, much fewer students were willing to avoid purchasing products from companies with poor track records on CSR, to participate in voluntary work related to SD and to donate money for social or environmental causes. The two most frequently perceived constraints for behavior change among students were a lack of money and obstructive social norms. As a course outcome, four out of six coordinators expect students to take action afterwards but there is a lack of knowledge on how to encourage students to behave and act more sustainably. Based on the results, this thesis discussed what kinds of learning methods can be applied in CEMUS and ESD. It was concluded that education should focus on a specific domain and a small spatial scale, and assign project assignments in which students communicate and interact with stakeholders. Such an approach will help to approach the goals of Education for Sustainable Development (ESD). CEMUS could also implement the theory of locus of control, emotional involvement and four different kinds of knowledge in their education in order to improve the effectiveness of CEMUS courses when it comes to promoting behavior and action towards sustainable development.
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Bandoophanit, Thianthip, and Lupeng Ye. "University of Gävle Environmental Performance After ISO 14001 CertificationReflected by Students’ Environmental Awareness." Thesis, University of Gävle, Faculty of Engineering and Sustainable Development, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-7259.
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Environmental problems are seen as the first priority that all countries try to find as a solution to be more sustainable. These issues arise due to the lack of our responsibility to the world. Researchers agree on that the starting point in changing our society to be green is to increase environmental awareness (Jiang et al., 1999). Several sectors accept this idea like UNESCO which focuses on education as a tool to promote sustainable development (UNESCO, 2002).
Following UNESCO, our study investigates university students’ environmental awareness. The Authors hope that the outcome not only reflects university performance, but also helps to develop the environment in the future. Hence, the authors selected the University of Gävle or HiG, as a case study because it is a best practice in Environmental Management System (EMS). Moreover, HiG received the ISO 14001 certificate and it has a continuous improvement program (Sammalisto, 2007, p.69).
The study was started by reviewing research literatures concerning Environmental Management System (EMS), Sustainable Development (SD), Education for Sustainable Development (ESD) and Environmental Awareness. The authors found that there are few studies talking about students’ awareness in universities after being awarded ISO 14001. Notice that the research was seen only from environmental perspective (Flint, 2004).
To answer research questions, two surveys were adopted. The first part focused on teachers and officers (or staffs) who work on environmental issues. While, the second part focused on the students which were divided into Swedish and international.
The research outcomes indicate that HiG has a good EMS performance supported by annual environmental audits, regular policy revision and the attempts to minimize non-conformities. Conversely, when the authors pointed at student awareness, it shows that students have insufficient environmental knowledge. Moreover, some students have lower environmental awareness and act in a less ecological friendly way. Nevertheless, a knowledge problem was also found among several university staffs. This is because of the lack of communication about environmental issues inside the staffs community and lack of environmental education for students.
Whatever the university situation is, there are some groups of staff and students eager to develop themselves and their university. This point of strength could be the best driving force. It can push the university forward until the university reaches sustainable development and it brings the aware graduates into society.
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Rachelson, Anouchka. "The Role of Community College Faculty in Teaching and Learning for Sustainable Development." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/300.
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The purpose of this study was to explore the attitudes, beliefs, and practices of community college professors regarding education for sustainable development (ESD). In-depth interviews with 14 professors from different disciplines were conducted. The participants taught at Miami Dade College, Florida, a Talloires Declaration signatory since 2006, and all had attended Green Studies professional development workshops. Written documents such as assignments and samples of student work were used for triangulation. The annual report of the college’s Earth Ethics Institute and its Web site served as additional sources. The interviews were recorded, transcribed, and analyzed for common themes. The Talloires Declaration’s 10-point action plan and the key characteristics of ESD (UN DESD, 2006) served as the conceptual framework. The study found that the professors considered ESD an essential issue. The majority discussed the economic and social aspects of ESD; however, the environmental aspect was mentioned most frequently. The professors’ conceptualizations of ESD were influenced by their experiences and evidenced by the metaphors they used. Although their engagement with ESD differed, the professors expressed optimism toward ESD related teaching and learning. They regarded ESD as compatible with their subjects, and most had already been infusing sustainability into their courses or planned to do so. Additionally, the participants’ teaching practices reflected many of the characteristics of ESD. Even though the professors considered ESD challenging, they believed that they could make contributions to the college’s effort. The metaphor of “Planting a Seed” was frequently used to describe this holistic approach. The study also found that many professors regarded interpersonal relationships and communication significant factors for the advancement of ESD. The participants described several challenges to integrating ESD at their college. These related to time constraints, density of curriculum, institutional size and fragmentation, dearth of administrative support and incentives, students’ lack of academic preparation and sustainability awareness, students’ inability to focus on ESD because of personal, social, or economic circumstances, and professors’ frustration about a divisive atmosphere as a result of their engagement with sustainability. Despite these obstacles, the professors believed that ESD could be successfully woven into the community college experience.
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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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Villanen, H. (Heli). "Our place, my future and their project:reflecting children’s lifeworld in education for sustainable development." Doctoral thesis, Oulun yliopisto, 2014. http://urn.fi/urn:isbn:9789526206042.
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Abstract This thesis is based on the premise that formal education could promote ethical relationships with the environment and empower children to act towards a better future. The aim of the thesis is to create understanding about Education for Sustainable Development (ESD) in relation to the definition of sustainable development and everyday experiences. In order to strengthen the practical relevance and an alternative educational approach in ESD, both children’s and teacher’s perspectives are explored in three studies. Methodologically this thesis follows qualitative and phenomenological guidelines. Method pluralism is applied in order to illuminate the complexity of lived experiences. Methods such as written reflections, drawings, evaluative walks and focus group interviews are used. Qualitative analysis in the studies aims to be transparent, starting from data collection and right up to the thematic discussions. The first study focused on children’s experiences in a schoolyard and resulted in three themes: learning, social relations and institutional boundaries. These themes described a schoolyard as a lived place and children’s outdoor experiences as part of the continuum of the whole schoolday. The second study focused on children’s visions of the future and elucidated how children relate to temporality through moral, temporal and spatial distances. Children’s visions of the future are necessary to address in ESD due the aspect of intergenerational justice. In the third study teachers experiences of an ESD school-project were studied by focus group interviews. This study emphasized teacher’s institutional circumstances in working with ESD and their understanding of environmental awareness. The study suggested that in classroom situations the contradictory nature of sustainable development was often replaced by teaching more conventional issues related to the environment. All the three studies related to a need to engage ESD with children’s lived experiences and local issues, but also acknowledge tensions between the local/global nexus. Two pedagogical ideals, action competence and Place-Based Education PBE, are according to this study alternative ways to strengthen children’s perspectives in ESDTiivistelmä Perusopetuksen mahdollisuudet edistää lasten eettistä ympäristösuhdetta ja voimaannuttaa heidät toimimaan paremman tulevaisuuden puolesta ovat tämän tutkimukset lähtökohdat. Tutkimuksen tavoitteena on lisätä ymmärrystä kestävän kehityksen kasvatuksesta (ESD) suhteessa kestävän kehityksen käsitteeseen ja arkielämän kokemuksiin. Sekä lasten että aikuisten näkökulmat ovat esillä tässä tutkimuksessa, jossa pyritään vahvistamaan ESD:n käytännön merkityksellisyyttä sekä etsimään vaihtoehtoisia kasvatusnäkökulmia. Tutkimuksen metodologia seuraa laadullisen ja fenomenologisen tutkimuksen suuntaviivoja. Tässä väitöskirjassa sovelletaan useita eri metodeja, kuten lasten kirjallisia pohdintoja, piirroksia, kävelykierroksia ja aikuisten focus group -haastatteluja. Laadullisen aineistoanalyysin päätavoite oli prosessin läpinäkyvyys alusta loppuun. Ensimmäinen osatutkimus koulupihoista lasten kokemana johti kolmeen teemaan: oppiminen, sosiaaliset suhteet sekä institutionaaliset muurit. Tutkimus korosti koulupihan merkitystä elettynä paikkana ja osana kokonaisvaltaista kouluelämystä. Toinen tutkimus lasten tulevaisuuden visioista muodosti käsityksen erilaisista etäisyyksistä, joilla lapset kuvaavat visioitaan: ajallinen, moraalinen ja maantieteellinen. Tulevaisuuden visiot sisältyvät ESD:hen johtuen kestävän kehityksen määritelmästä, joka velvoittaa huomioimaan tulevat sukupolvet. Kolmas osa-tutkimus käsitteli opettajien kokemuksia projektityöstä sekä heidän näkemyksiään ympäristötietoisuudesta. Kaikki kolme osatutkimusta painottivat lasten elämismaailman merkitystä ESD:ssä, huomioiden samalla jännitteen paikallisen ja globaalin maailmasuhteen välillä. Lasten elämismaailman korostaminen kasvatuksessa avaa uusia suuntia ESD:lle
Sammanfattning Avhandlingen baseras på premissen att formell utbildning kan främja etiska förhållningssätt till miljön och att barn kan ges egenmakt att agera för en bättre framtid. Syftet med avhandlingen är att skapa förståelse för lärande för hållbar utveckling (ESD) i relation till definitionen för hållbar utveckling och till vardagliga erfarenheter. I avsikt att stärka den praktiska relevansen och ett alternativt tillvägagångssätt för ESD, har både barns och lärares perspektiv studerats i tre studier. Metodologiskt är utgångspunkten kvalitativ och följer fenomenologiska principer. Med intentionen att belysa komplexiteten av levda erfarenheter har flera datainsamlingsmetoder använts; skrivna reflektioner, teckningar, utvärderande promenader och fokusgruppsintervjuer. Den första studien fokuserade barnens erfarenheter av en skolgård och resulterade i tre teman: lärande, sociala relationer och institutionella gränser. Dessa teman beskrev skolgården som en levd plats och barnens erfarenheter utomhus som en del av ett kontinuum av skoldagen. Den andra studien fokuserade barnens visioner om framtiden och belyste hur barnen relaterar till tiden genom moraliska, tidsliga och rumsliga distanser. Barnens visioner om framtiden är nödvändiga att belysa i ESD med tanke på aspekter av rättvisa gentemot kommande generationer. I den tredje studien genomfördes fokusgruppsintervjuer med lärare som deltog i ett projekt om ESD. Studien belyste lärares institutionella förutsättningar för att jobba med ESD och deras förståelse av miljömedvetenhet. Studien visade att hållbar utvecklings många gånger motsägelsefulla budskap ersattes med mer konventionella miljöfrågor i undervisningen. Samtliga tre studier visade på behovet av att koppla samman ESD med barnens levda erfarenheter och lokala frågor, men också att lyfta fram spänningar mellan det lokala och det globala. Två pedagogiska ideal, action competence och Place-Based Education, är enligt slutsatserna i denna avhandling alternativa vägar till att stärka barnens perspektiv inom ESD
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Mogotsi, Barulaganye Jones. "Implementation of local agenda 21's education, awareness and training component : a case study of Gaborone /." Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/508/.
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EKWALL, SUNDBY SOFIA. "Higher education institutions and sustainable development : A case study of a technological university." Thesis, KTH, Skolan för industriell teknik och management (ITM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-301964.
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Today, the role of higher education institutions (HEIs) is education, research, and to contribute to society. The requirement of contributing to society especially requires that the institutions contribute to sustainable development. It is therefore relevant to analyse how HEIs can address and contribute to sustainability and sustainable development. The purpose of this thesis is twofold. Firstly, it aims to analyse the impact that HEIs have on sustainable development by identifying and mapping indicators of impact. Secondly, it aims to illustrate with the empirical case of a technological university in Sweden - the studied technological university is KTH Royal Institute of Technology. The study was conducted as an exploratory single-case study. The study's data consists of qualitative interview data as well as quantitative secondary data. The secondary data was collected from a variety of sources at KTH, including its development plan, objective plans, vision, business plans, annual reports, progress reports on objectives, and follow-up reports. The qualitative data was collected through 11 semi-structured, open-ended interviews with faculty and employees at KTH. The study finds that HEIs - through various sustainability actions in their activities education, research, and collaboration and outreach - can achieve impacts such as pro-environmental behaviour and sustainable development. These measures related to all three pillars of sustainability. The HEIs' impact can be identified through indicators such as number of courses on sustainability and sustainable development and share (%) of the total external funding for research that supports research in the sustainability field. As for KTH specifically, the study shows that KTH is able to impact the areas of environmental, social, and economic sustainability and that the impact can be direct, indirect, short-term, long-term, intended, and positive.Idag innefattar uppdraget för lärosäten för högre utbildning forskning, utbildning och att bidra till samhället. Uppdraget att bidra till samhället kräver specifikt att lärosätena bidrar till hållbar utveckling. Det är därför relevant att analysera hur lärosäten för högre utbildning kan hantera och bidra till hållbarhet och hållbar utveckling. Denna avhandling har två syften. För det första syftar avhandlingen analysera lärosätenas påverkan på hållbar utveckling genom att identifiera och kartlägga indikatorer på effekt. För det andra syftar avhandlingen exemplifiera och illustrera det första syftet med ett empiriskt fall av ett tekniskt universitet - det studerade universitetet är Kungliga Tekniska Högskolan. Studien genomfördes som en utforskande fallstudie där ett fall studerades. Studiens data består av både kvalitativ intervjudata och av kvalitativ och kvantitativ sekundärdata. Datat samlades in från två olika beviskällor - dokumentation och intervjuer. När det gäller dokumentationen samlades data och information in från en mängd olika dokument från KTH, inklusive dess utvecklingsplan, målplaner, vision, affärsplaner, årsrapporter, lägesrapporter och uppföljningsrapporter. Gällande intervjuerna genomfördes 11 halvstrukturerade intervjuer med öppna frågor. Intervjupersonerna bestod av lärare och anställda från olika kontor och avdelningar vid KTH. Studien visar att lärosäten för högre utbildning, genom olika hållbarhetsåtgärder i sin verksamhet kring utbildning, forskning och samarbete, kan uppnå effekter såsom miljövänligt beteende och hållbara livsstilar, minskning av koldioxidpåverkan, ekonomisk tillväxt, jobbskapande, kunskapsutbyte och ekonomiska och sociala fördelar. Tillsammans täcker dessa effekter alla tre typer av hållbarhet, vilket i sin tur innebär att lärosäten kan bidra till en hållbar utveckling i samhället. Lärosätenas påverkan kan identifieras genom indikatorer såsom antal kurser om hållbarhet och hållbar utveckling och andelen (%) av den totala externa forskningsfinansieringen som stödjer forskning inom hållbarhetsområdet. När det gäller KTH specifikt visar studien att KTH kan påverka områdena miljömässig, social och ekonomisk hållbarhet samt att effekterna kan vara direkta, indirekta, kortsiktiga, långsiktiga, avsedda och positiva.
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Gevorgyan, Shavarsh. "Is Sustainability Marketing alive? A critical exploration of Marketing courses in Swedish higher education institutions: The case of Uppsala University." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-386460.
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In a world that is changing rapidly due to the social and environmental consequences of the unsustainable economic growth, societal and economic transformations from unsustainable visions and practices are inevitable. While there is a need to develop alternative approaches to production and consumption, changing these systems is not feasible without changing the mainstream marketing ideas and its practices where the main incentive is “how to sell more”. The initial phase of the research process supports conceptual clarity and the evolution of marketing thought towards sustainability marketing. It identifies the presence of sustainability marketing in the existing marketing curriculum through qualitative content analysis using grounded theory and quasi-statistical approaches, that facilitates the search for sustainability in marketing curriculum based on UNESCO’s indicative learning objectives for promoting Education for Sustainable Development. The thesis draws on relevant literature in the marketing field, utilizing the content analysis of various syllabi and mandatory literature of Uppsala University’s marketing courses, as well as employing semi-structured interviews with five lecturers of Uppsala University’s Marketing faculty and eight marketing students from across Sweden. The institutional setup of the case of Uppsala University is found to be problematic when considering its commitments towards sustainable development and its Action Plan for Sustainable Development 2019–2021. The study established the strong influence of dominant social paradigm in the curriculum development of marketing courses, which was evident through the content analysis and portrayals of the respondents’ perspectives of the marketing faculty. Further, it was found that the societal understanding of marketing dictates what can be taught in marketing education, which consequently circumscribes what can be researched in marketing. In addition, the concept of sustainability marketing was found to be nonexistent in mandatory literature of the courses, and was poorly covered throughout the secondary literature. Similarly, most of the mandatory literature of the marketing courses of Uppsala University do not follow UNESCO’s (2017) indicative learning objectives for promoting ESD, and hence do not promote learning for sustainable development. The results of this thesis suggest that we still have a long way to go to bring Education for Sustainable Development into marketing education, as current mainstream marketing practices and its rationale with dominant social paradigm prevalence maintains, supports and exacerbates the global unsustainable consumption and production patterns.
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Wedel, Elsa. "Biology in Swedish Upper Secondary School : Does it Contribute to Ecocentrism?" Thesis, Linköpings universitet, Institutionen för fysik, kemi och biologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-157624.
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Environmental issues are increasingly on the agenda and education is recognised as an important part in turning the negative trend. Originally formulated in 1976, the intent of environmental education was toprotect the nature from human impact and to induce in students a sense of the natural worlds’ own values.However, this has come to change during the years and the focus now lies on the values that nature possess for humans, in the shape of education for sustainable development. Though creating a concern for the environmental issues, critics point out that the anthropocentric attitude is not as strongly committed to protecting the nature as the ecocentric attitudes are, and therefore suggest that ecocentrism should be included in the curriculums. Assuming that biology in Swedish upper secondary school is the only subject where such values may be considered this study examines whether there is a significant difference between students who undergo these classes and students who do not, in terms of their attitudes. The study was divided in two parts, where firstly a content analysis was performed to confirm that biology was indeed the only subject to include ecocentric values, and secondly a comparative study was performed with students (n=82) taking biology and students not taking biology in Swedish upper secondary school. The results imply that biology is unique in including ecocentric attitudes, however, not to the extent that was expected. Furthermore, the results reveal that there is no significant difference between students taking the biology classes and students who do not, implying that the subject biology is not successful in increasing students ecocentric attitudes.
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Lam, Wai-nam, and 林蔚南. "Learning for environmental sustainability: the green school experience." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45014152.
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Ljung, Magnus. "Collaborative learning for sustainable development of agri-food systems /." Uppsala : Swedish Univ. of Agricultural Sciences (Sveriges lantbruksuniv.), 2001. http://projkat.slu.se/SafariDokument/191.htm.
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