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

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Published: 4 June 2021
Last updated: 3 February 2022

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1

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

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2

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

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3

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

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

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5

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

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6

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

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7

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

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The ideological basis of education for sustainable development is primarily formed by environmental education. It is an essential component and the first step in the development of education for sustainable development. The article examines the relationship between environmental education and education for sustainable development, their standard features and distinctive features. Education for sustainable development is inextricably linked with environmental education. Each of these areas, being independent, can develop together with more effectively. The principles declared by the Tbilisi Declaration and faced with the shortcomings of environmental education can be implemented through education for sustainable development. Education for sustainable development can effectively use traditional environmental education's positive achievements, complementing economic, social, and cultural contexts. The new paradigm of sustainable development education involves solving many problems related to the formation of education as the leading social institution and the development of a new system of values. It is necessary to ensure close interaction of education with social, political and cultural processes,strengthen the connection between education and science, ensure informatization and greening of education, etc. However, it is necessary to solve the problem of understanding education for sustainable development as education about sustainable development.
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Khan, Dr Shazli Hasan. "Fostering Sustainable Development and Environmental Education Programmes: Role of Teacher Training Institutions and Colleges of Teacher Education." Indian Journal of Applied Research 3, no. 5 (October 1, 2011): 194–200. http://dx.doi.org/10.15373/2249555x/may2013/59.

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9

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

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The National Development Goals of the Russian Federation for the period up to 2030, defined by the decree of the President (2020), corresponding to the Sustainable Development Goals (SDG), which were adopted by the United Nations General Assembly in 2015. The Russian Federation conducts systematic work to implement SDG, including Goal 4, “Quality education”. The article presents a brief outline of the history of the created in 1970 Scientific Council on environmental education of the Russian Academy of Education (previously it was called Problem Council on informal environmental education of the Academy of Pedagogical Sciences of the USSR), the main directions of its activities and contribution to the SDG through the development of scientific and methodological support of environmental education (in contemporary wording, of the environmental education for sustainable development). With the participation of members of the Scientific Council, federal and regional textbooks on sustainable development for secondary and higher schools were published, and several monographs and dissertations were prepared. Issues of environmental protection and sustainable development are included in federal state educational standards. The Concept of general environmental education for sustainable development is prepared. The Interregional network partnership “Learning to live sustainably in a global world” is functioning. Currently, designing of the national set of SDG 4 indicators, and, particularly, an indicator 4.7.1 related to training in sustainable development and sustainable lifestyles, is on the way.
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10

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

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In this paper we discuss how recent developments tied to the current neoliberization climate, such as an increased reliance on publication metrics, percolate through the process of researchers training and education, casting a shadow over hiring, funding and choice of publication venue criteria, drawing on examples from Brazil and other countries. At the same time, we present a number of movements that have sprouted in response to this perceived undue influence and may open up new avenues for the academic community that allow for more diversity while preserving the university´s role in preparing and supporting new generations of researchers. We tried also to put in evidence the consequences and the possibilities that these resistance movements can bring to the field of environmental education.
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11

Zadorsky, William M. "Education for sustainable development: integration of sustainable development into engineering education in Ukraine." Clean Technologies and Environmental Policy 8, no. 1 (January 21, 2006): 64–68. http://dx.doi.org/10.1007/s10098-005-0024-5.

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12

Shinji, Isoya. "Path of Truth, Environmental Education and Education for Sustainable Development." TRENDS IN THE SCIENCES 11, no. 4 (2006): 42–45. http://dx.doi.org/10.5363/tits.11.4_42.

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13

Bolscho, Dietmar, and Katrin Hauenschild. "From environmental education to Education for Sustainable Development in Germany." Environmental Education Research 12, no. 1 (February 2006): 7–18. http://dx.doi.org/10.1080/13504620500526297.

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14

Bonnett, Michael. "Education for Sustainable Development: a coherent philosophy for environmental education?" Cambridge Journal of Education 29, no. 3 (November 1999): 313–24. http://dx.doi.org/10.1080/0305764990290302.

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15

Slingsby, David, and Susan Barker. "Making connections: biology, environmental education and education for sustainable development." Journal of Biological Education 38, no. 1 (December 2003): 4–6. http://dx.doi.org/10.1080/00219266.2003.9655888.

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16

Shutaleva, Anna, Zhanna Nikonova, Irina Savchenko, and Nikita Martyushev. "Environmental Education for Sustainable Development in Russia." Sustainability 12, no. 18 (September 18, 2020): 7742. http://dx.doi.org/10.3390/su12187742.

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The article is devoted to one of the crucial aspects of sustainable development, with the example of analyzing the possibilities for the development of environmental education in the Russian Federation. The article analyzes the possibilities of the current Russian Federal State Educational Standard for general and higher education in implementing the ideas of education in the interests of sustainable development. The methodological principles and philosophical foundations of environmental education are considered to designate the worldview guideline of ecological thinking. The tasks of the state educational policy of the Russian Federation in the field of environmental education and the implementation of the concept of sustainable development are considered. The article describes the representation of the concept of sustainable development in the state policy of the Russian Federation, in the field of environmental education in the requirements of the Federal State Educational Standard for various subject areas and training courses related to the topic of environmental development in school and university education. The strategic goal of environmental education in Russia is the formation and development of an environmental outlook among students of all ages, which is based on scientific knowledge, environmental culture, and ethics. The continuity, basic principles, and trends of the implementation of environmental education in the Russian Federation are shown.
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17

Kasimov, N. S., S. M. Malkhazova, and E. P. Romanova. "Environmental Education for Sustainable Development in Russia." Journal of Geography in Higher Education 29, no. 1 (March 2005): 49–59. http://dx.doi.org/10.1080/03098260500030363.

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18

Nasibulina, Anastasia. "Education for Sustainable Development and Environmental Ethics." Procedia - Social and Behavioral Sciences 214 (December 2015): 1077–82. http://dx.doi.org/10.1016/j.sbspro.2015.11.708.

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19

Iovan, Martian. "The Environmental Education Dimensions for Sustainable Development." Journal of Legal Studies 16, no. 30 (December 1, 2015): 18–30. http://dx.doi.org/10.1515/jles-2015-0007.

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Abstract Based both on a historical approach regarding the evolution of the environmental education between 1960 and present days, and on empirical research as well, the author proves that the efficiency of the environmental education could be much higher if included within the broader sphere of moral and civic education and if it is driven by a more extensive ideal sprung from the fundamental human right to a clean and well preserved environment, by the contemporary moral and civil values. The author pleads and motivates for an increased capitalization of the humanities and social sciences, of art, of environmental ethics and aesthetics in shaping “the ecological personality” of the tomorrow people. When shaping these personality traits through environmental education activities, one must emphasize the importance of practice and applied actions aimed to protect the environment, and in general, the practice of civic-moral education methods.
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20

Brook, Isis. "Editorial: Education for Sustainable Development." Environmental Values 22, no. 6 (December 1, 2013): 685–88. http://dx.doi.org/10.3197/096327113x13781997646412.

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21

Tapia-Fonllem, César, Blanca Fraijo-Sing, Víctor Corral-Verdugo, and Anais Ortiz Valdez. "Education for Sustainable Development in Higher Education Institutions." SAGE Open 7, no. 1 (January 2017): 215824401667629. http://dx.doi.org/10.1177/2158244016676295.

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The role that higher education plays in the promotion of sustainable development outstands in the declarations on Education for Sustainable Development (ESD), besides being a research priority in higher education. However, few studies exist that evaluate sustainable lifestyles among university students. The aim of this study was to analyze the mission and vision, processes and actions undertaken to promote sustainability in higher education institutions, and to compare the pro-sustainability orientation (PSO) reported by 360 students coursing first or last semesters at college. The study was intended to evaluate the influence that four higher education institutions in Sonora, Mexico, have on students’ PSO. Results of the study indicate that a coherent PSO factor emerges from the interrelations among pro-environmental dispositional and behavioral variables reported by students. However, university programs and actions do not produce statistically significant differences between freshmen and senior students. Possible reasons explaining the lack of positive influence of those universities on students’ PSO are discussed.
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22

Woollcombe, David. "Whither Education for Sustainable Development?" Applied Environmental Education & Communication 1, no. 1 (January 2002): 17–19. http://dx.doi.org/10.1080/15330150213985.

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23

Yevheniy, Imas, Yarmoliuk Olena, Bilko Bohdan, and Shi Shengwen. "ECO-EDUCATION IN SUSTAINABLE DEVELOPMENT OF SPORT." Sport Science and Human Health 4, no. 2 (2020): 10–26. http://dx.doi.org/10.28925/2664-2069.2020.2.2.

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Introduction. Harmonious development of humanity is to transfer health care and improve the moral and psychological climate of people. Reaching these targets is not possible without a daisy-chaining to nature, rational use of natural resources. One of the most important aspects of the eco-friendly activity of sports organizations is an environmental education. Implementation of various environmental programs by international and national sports organizations throughout the world is clearly showed its importance. Aim is to find out the core structure and components of environmental education, as a fundamental of sustainability of sports. Material and methods: analysis of literary sources, documents in the Internet, monitoring of ecological content in the mass media, system-functional analysis. Results. In the context of our research, special attention has been given to the creation of eco-friendly mindset as a special form of perception, the characteristic signs of such a perception, the system of principles, views, ecological knowledge, values, assessments, activities in the system “Nature – Person – Society”. Eco-friendly mindset has been stated to be viewed from three sides: training, education, and enlightenment. As a result of research it was found that the further development of the Olympic movement involves the formation of appropriate environmental infrastructure of sports, environmentally oriented worldview of specialists in physical culture and sports, study and adaptation of the principles of sustainable development for Olympic sports in Ukraine. Conclusions. International and national experience is provided to indicate the high efficiency of the creation of eco-friendly mindset of young people while participating in sports events. In its turn, it changes mind for high creative self-realization, physical growth, social efficiency, psychological health of the personality.
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24

Fitzgerald, Maureen. "Education for sustainable development: Decision-making for environmental education in Ethiopia." International Journal of Educational Development 10, no. 4 (January 1990): 289–302. http://dx.doi.org/10.1016/s0738-0593(09)90006-2.

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25

Orlović-Lovren, Violeta. "Environmental education and education for sustainable development: Conceptual solutions and dilemmas." Nastava i vaspitanje 70, no. 1 (2021): 7–23. http://dx.doi.org/10.5937/nasvas2101007o.

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The focus on education for sustainable development in global policy and literature opens up a range of different views on its relationship with environmental education. While a number of authors make a clear distinction between the two concepts, others believe that education for sustainable development (ESD) has actually displaced environmental education (EE). Different perceptions of these two concepts have implications for their integration into education at all levels. This paper offers a comparative analysis of trends and directions in defining these concepts both in global policy documents and in the literature in this field, with the aim of offering another perspective on their relationship and on the possibility of implementation in practice. The overview of the similarities and differences in their coneptualization has prompted a reconsideration of the dilemmas regarding the need for the existence of both concepts and the possibility of integrating them into education, which should play a key role in the achievement of the ideal of sustainability
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26

Aljković-Kadrić, Suada, and Ibro Skenderović. "Ecological education and sustainable development." Ekonomski izazovi 9, no. 18 (2020): 62–70. http://dx.doi.org/10.5937/ekoizazov2018062a.

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The development of the educational system, curriculum and pedagogical practice that would be sustainable in three segments of sustainable development stand out as special challenges for professionals dealing with upbringing and education. It is about social development, economic development and environmental protection. These three "pillars" of sustainable development must, by definition, participate equally and cohesively in practice, otherwise they are doomed to failure. Education for sustainable development is very specific primarily in its purpose and essence, and accordingly it is conceptualized in a similar way as education for peace, education for democracy, civic education. According to this definition of sustainable education, this practically means that it must be based on values such as democracy, solidarity, tolerance, equality and justice. Considering that pre-school upbringing and education represent the first stage of the educational system of a society, it is rightly expected that the first steps for lifelong learning will be taken at that level. Accordingly, it is necessary to design curricula that will ensure the intellectual and social development of children.
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27

Foley, Helen. "Education for Sustainable Development Barriers." Journal of Sustainable Development 14, no. 1 (December 2, 2020): 52. http://dx.doi.org/10.5539/jsd.v14n1p52.

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Education for Sustainable Development (ESD) is seen as fundamental in the shift to realising sustainability. Unfortunately, the integration of ESD, especially in higher education is poor. An important question therefore is, what are the barriers preventing the integration of ESD? This paper explores key barriers preventing the integration of ESD. Additionally, it is emphasised in this paper that the dominant social paradigm fundamentally shapes and reinforces ESD barriers. It is argued here that addressing ESD barriers, particularly the dominant social paradigm, is fundamental to the integration of ESD. Within the context of anthropogenic climate change, resource overuse, water stress and wealth inequality, addressing ESD barriers is now imperative.
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Ioan, Carmen Catalina, Bogdan Horbaniuc, and Gheorghe Dumitrascu. "EDUCATION FOR SUSTAINABLE DEVELOPMENT GUIDELINES." Environmental Engineering and Management Journal 4, no. 3 (2005): 405–19. http://dx.doi.org/10.30638/eemj.2005.037.

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29

Ohlmeier, Bernhard. "Civic Education for Sustainable Development." Discourse and Communication for Sustainable Education 4, no. 1 (February 2, 2015): 5–22. http://dx.doi.org/10.2478/dcse-2013-0001.

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Abstract Education for sustainable development (ESD) often fails to consider the political dimension. To address this gap, this paper focuses on a specific political approach to ESD. The model presented is derived from the four sustainable growth targets of German Development Policy. Instead of relying on a neo-classical or neo-liberal economic paradigm, however, the goals of social justice, environmental sustainability, economic productivity and good governance are interpreted using a sustainability model. This model is anchored in a steady-state economy that has overcome the myth of unlimited material growth and seeks to stay within the limits of the planet's resources. The preconditions of good governance are outlined, and it is described how the state and civil society can contribute to this normative goal. In addition to social, ecological, economic and political components, the presented model for civic education for sustainability considers conflicts between different development components and the need for horizontal and vertical coherence. In conclusion, the paper shows that civic education for sustainability must aim to produce informed and empowered global citizens. Citizens should have the ability to employ their knowledge and skills responsibly through local and global civic involvement while also remaining aware of their own interests. Furthermore, it falls to educational policy makers to create national as well as international organisational structures that facilitate civic ESD.
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Kazuya Takemata, Sumio Nakamura, Akiyuki Minamide, and Yoshiyuki Kawata. "Energy Environmental Education that Supports Sustainable Town Development." International Journal of Advancements in Computing Technology 3, no. 3 (April 30, 2011): 10–14. http://dx.doi.org/10.4156/ijact.vol3.issue3.2.

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31

Tilbury, Daniella. "The World Summit, Sustainable Development and Environmental Education." Australian Journal of Environmental Education 19 (2003): 109–13. http://dx.doi.org/10.1017/s0814062600001518.

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Despite the bad press surrounding the UN World Summit on Sustainable Development (WSSD), the outcomes of the event confirm that WSSD served to reinvigorate global commitments and actions to sustainable development.The Summit, which took place from 26 August - 4 September 2002 in Johannesburg, South Africa, aimed to review progress made towards Sustainable Development over the past 10 years and to work towards commitments to action (UN General Assembly Resolution 55/199). It saw the largest ever gathering of world leaders and over 21,000 participants from 191 government, intergovernmental and non-government organisations, the private sector, academia and the scientific community (IISD, 2002). The mere presence of these stakeholders, willing to engage in the negotiation process, demonstrates that sustainable development is very much alive and relevant.President Thabo Mbeki opened by characterising the growing gap between North and South as “global apartheid” and highlighting the crises of poverty and ecological degradation. It was clear then that the outcomes of the Summit had to go beyond the Rio 1992 commitments which focused on environmental actions. He called for a practicable and meaningful Johannesburg Plan of Implementation to fulfil the framework of Agenda 21 within the Summit theme of “People, Planet and Prosperity”.
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Arinushkina, A. A. "Environmental education for sustainable development: Perspectives from Russia." IOP Conference Series: Earth and Environmental Science 274 (June 7, 2019): 012138. http://dx.doi.org/10.1088/1755-1315/274/1/012138.

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33

Jickling, Bob, and Arjen E. J. Wals. "Globalization and environmental education: looking beyond sustainable development." Journal of Curriculum Studies 40, no. 1 (February 2008): 1–21. http://dx.doi.org/10.1080/00220270701684667.

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34

Zygmunt, Tomasz. "Language Education for Sustainable Development." Discourse and Communication for Sustainable Education 7, no. 1 (December 1, 2016): 112–24. http://dx.doi.org/10.1515/dcse-2016-0008.

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Abstract Nowadays, education for sustainable development starts covering wider and wider spheres of interest and human activity. Out of the three main spheres of interest, such as environmental, economic, and socio-cultural, the first two mentioned here seem to be given more attention than the sphere of socio-cultural activity. In this respect, the aim of the present paper is to redirect the concern of administrators, researchers and educators preoccupied with sustainability to issues such as equal opportunity, tolerance, respect, and especially foreign language education, being component parts of the socio-cultural sphere. Undoubtedly, competence in the socio-linguistic field becomes the decisive element in negotiations and international contacts which require from the language user to be tactful and tolerant. Since sustainability is not a local issue, all sustainability related problems ought to be discussed on the macro scale, which requires an internationally shared means of communication such as language. Although no name of any language appears in the paper, it becomes evident that the attention is directed towards English as an internationally recognized language or, if necessary, any other language which might serve as a means of communication on the macro scale. In the course of discussion, both the needs and limitations appearing in the process of education for sustainable development are presented and supported by opinions and examples. The paper ends in conclusions directly related to real-life situations, and gives implications to be utilized in the educational process directed at sustainable development.
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Fiana, Sari Okta, and Fahrurrazi Fahrurrazi. "Promoting Sustainable Life through Education for Sustainable Development (ESD) and Religious Education." J-Lalite: Journal of English Studies 1, no. 1 (June 30, 2020): 35. http://dx.doi.org/10.20884/1.jes.2020.1.1.2721.

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This paper aims to scrutinize how Indonesian religious education, particularly the 2013 curriculum of junior high schools (7-9-year-old), has addressed environmental issues in its concepts or practices. In the Indonesian context, Education for Sustainable Development (ESD) has been implemented since 2009, and it ideally should be integrative in the curriculum. Religious education as the core of the national curriculum has pivotal roles in guiding students on how to be good people. In line with the ESD vision in preserving this Earth, a religious education curriculum has visions similar to the ESD. Therefore, this research reviewed the religious education curriculum literature and conducted an in-depth interview with five religious education teachers. Its results conveyed that the ESD values have existed within the religious education curriculum. However, practically it is less effective because the curriculum tends to focus on cognitive goals. In addition, more training is necessary to increase teachers’ capacity.
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Cartea, Pablo ángel Meira. "In Praise of Environmental Education." Policy Futures in Education 3, no. 3 (September 2005): 284–95. http://dx.doi.org/10.2304/pfie.2005.3.3.6.

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Environmental education (EE) is going through a critical stage. The wide acceptance of education for sustainable development (ESD) as a reference guiding the educational response to the environmental crisis has strengthened the critical views of EE. This article tries to refute the arguments put forward by those who criticize EE and advocate its ‘substitution’ by ESD. The article points out the theoretical weaknesses and the political and ideological bias of the notion of ‘sustainable development and sets these against the rich historical development of EE. In this approach, ESD is shown to offer no original responses to the challenges of the environmental crisis and of development. The author admits that ESD may be one of the options in the multi-paradigmatic essence attributed to EE, but believes that other interpretations of educational action are coherent with a view of society which is equally sustainable, but which is at the same time oriented towards the attainment of justice and equity today and in the future of mankind.
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Karpan, Iryna, Nataliia Chernikova, Tetiana Motuz, Boris Bratanich, and Tetiana Lysokolenko. "Conceptual Principles of Education for Sustainable Development." European Journal of Sustainable Development 9, no. 2 (June 1, 2020): 99–114. http://dx.doi.org/10.14207/ejsd.2020.v9n2p99.

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Education has an important place in transitional strategy of society to sustainable development that is proved by many international acts. In the outlines of modern approaches, education for sustainable development is characterized as innovative concept of changes to educational activity, as mechanism of realization of strategy of sustainable development, as instrument of modernization of educational practice, as one of the basis of modern educational quality and continuity standards. National system of global aims for consolidation of society of sustainable development with an accent on the significance of educational matter was created in Ukraine. Education for sustainable development is characterized by being part to structure creating social institutes of modern society, transversality, subjective direction, integrativity, forward-looking character. This vector of education research is same with global man’s intentions of civilization development – increase in human’s value in all spheres of life, developing of democratic management, constructive cooperation and communication, etc. Among multidimensional potential of researched phenomenon the most practical value has environmental education. As for today, environmental education is a practical mechanism of transformation of educational system on the principles of sustainable development. Environmental education is seen as an instrument for systematic formation of man’s basic attributes for being part of education for sustainable development field – critical thinking, environmental worldview, subjective-value approach to environment, eco-cultural values. Cumulative result of environmental education is formation of environmental culture. Key words: education, sustainable development, environment, ecology, synergetic, culture, humanism.
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Howlett, Cathy, Jo-Anne Ferreira, and Jessica Blomfield. "Teaching sustainable development in higher education." International Journal of Sustainability in Higher Education 17, no. 3 (May 3, 2016): 305–21. http://dx.doi.org/10.1108/ijshe-07-2014-0102.

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Purpose This paper aims to argue that substantive changes are required in both curricula and pedagogical practice in higher education institutions to challenge dominant epistemologies and discourses and to unsettle current ways of thinking about, and acting in relation to, the environment. Central to such a shift, it is argued, is the need for higher education curricula to be interdisciplinary and for pedagogical practices to work to build capacities in students for critical and reflective thinking. Design/methodology/approach In this paper, a case study of our reflections is offered on a subject designed to promote capacities in students for critical and reflective thinking via an interdisciplinary approach. The paper uses data from student reflective essays and student course evaluations to make an argument for the success of this approach. Findings Genuine transformative learning can occur within a constructivist informed pedagogical approach to teaching for sustainability. Research limitations/implications Research implications are that genuine transformation can occur in students’ thinking processes (which the paper argues is critical for effective education in sustainability) with appropriately designed courses in higher education. Practical implications More effective environmental actors and thinkers, who can critically engage with the complexity of environmental problems. Social implications Social implications include a more effective and socially just higher education for sustainability Originality/value The authors know of no other narrative that addresses attempts to educate for sustainability using this approach.
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Mukoni, Manuku. "Interfacing Women Participation and Community Environmental Education: A Step towards Education for Sustainable Development." International Journal of Social Science Research 3, no. 2 (September 29, 2015): 132. http://dx.doi.org/10.5296/ijssr.v3i2.8378.

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The goal of the paper was to contribute to the education for sustainable development discourse by arguing that at the interface of community environmental education, an initiative subsumed under education for sustainable development and education for sustainable development lie women. A literal analysis of available literature was done through the framework of education for sustainable development to argue for the need to interface women participation with community environmental education. The paper also shows that akin to education for sustainable development frameworks are the processes of collaboration and dialogue, engagement of the whole system including the marginalized and silenced voices.
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40

Taoussanidis, Nikolaos N., and Myrofora A. Antoniadou. "Sustainable Development in Engineering Education." Industry and Higher Education 20, no. 1 (February 2006): 35–41. http://dx.doi.org/10.5367/000000006776150792.

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The principles and practice of environmentally and socially sustainable engineering are in line with growing community expectations and the strengthening voice of civil society in engineering interventions. Pressures towards internationalization and globalization are reflected in new course accreditation criteria and higher education structures. Over the next few years, one expression of these pressures, the Bologna Declaration, will pose major challenges to engineering and other faculties of European universities.
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SatyaRaoUppuleti, Tonia Grace Ganta K. Vijaya Rachel. "Environmental Education to Mitigate Environmental Decay and Promote Sustainable Development." International Journal of Agricultural Sciences 2, no. 2 (December 5, 2018): 67. http://dx.doi.org/10.25077/ijasc.2.2.67-71.2018.

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At Present our Planet is grappling with disastrous consequences of man-made environmental problems such as industrialization, urbanization, over-exploitation of natural resources, disruption of natural ecological balances, destruction of a multitude of animal and plant species for economic reasons, etc. It is observed that most of our environmental problems are manifestations of our developmental activities. Although there is no dearth of legislations on environmental protection in India, it is clearly evident that the enforcement of these legislations has been far from satisfactory. The present study tries to establish education as a useful tool for environmental conservation and sustainable development, ensuring clean air to breathe, safe drinking water and adequate supplies of clean renewable energy. This paper is mostly based on secondary data from books, research articles, periodicals and websites. It discusses the role of teacher and school in the protection of environment and promotion of sustainable development by bringing awareness on the efficient and responsible usage of the natural resources namely air, water, land, soil, forests, rivers, oceans etc. It tries to expound the ways and means to sensitize students and make them environment conscious in order to build a vibrant, healthy and pollution free India as future citizens.
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Nomura, Ko. "A perspective on education for sustainable development: Historical development of environmental education in Indonesia." International Journal of Educational Development 29, no. 6 (November 2009): 621–27. http://dx.doi.org/10.1016/j.ijedudev.2008.12.002.

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González-Gaudiano, Edgar. "Education for Sustainable Development: Configuration and Meaning." Policy Futures in Education 3, no. 3 (September 2005): 243–50. http://dx.doi.org/10.2304/pfie.2005.3.3.2.

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The inception of the United Nations Decade of Education for Sustainable Development (2005–14) has excited controversy over the validity of the concept of education for sustainable development (ESD), as well as reactivating a critical review of the environmental education field as a whole. This article analyzes the peculiarities of ESD, the conditions that gave rise to it, the characteristics of its proposed configuration and the implications for environmental education.
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Kopnina, Helen, and Frans Meijers. "Education for sustainable development (ESD)." International Journal of Sustainability in Higher Education 15, no. 2 (April 1, 2014): 188–207. http://dx.doi.org/10.1108/ijshe-07-2012-0059.

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Purpose – This article aims to explore the challenges posed by the conceptual framework and diversity of practice of education for sustainable development (ESD). The implications of plurality of ESD perspectives and methodological approaches as well variations in ESD practice will be addressed. Critical framework for conceptualizing of ESD which takes environmental ethics into account will be proposed through the discussion of The Ecocentric and Anthropocentric Attitudes Toward the Sustainable Development (EAATSD) scale. Design/methodology/approach – The paper opted for a general review approach, covering literature that provides an overview of the concepts and practices of ESD, as well as program evaluation studies. Additionally, qualitative evaluation of EAATSD scale with students of higher professional education was conducted, using in-depth interviews and dialogue with individual students as well as classroom discussions. Findings – It was found that there are wide and inconclusive debates about the aims of ESD based on the critique of sustainable development discourse in general and instrumentalism embedded in ESD in particular. According to the qualitative evaluation, EAATSD scale can be used for testing anthropocentric and Ecocentric Attitudes Towards Sustainable Development in students of higher education. Based on these results, this scale was found to be revealing of the critical view of paradoxes and challenges inherent in multiple goals of sustainable development as well as useful for testing anthropocentric and ecocentric attitudes in students of higher education. Research limitations/implications – Reliability of the scale needs further statistical testing, and as is the case in conventional EE/ESD evaluations, and consequent research is necessary to improve institutional, national, and international applicability to particular cases. Future research should draw from this critical review in order to devise alternative evaluation tools. Practical implications – In practice, this implies that currently administered evaluations of generic ESD, while useful in concrete cultural or institutional settings, might be premature. The article concludes with the reflection upon which conceptual, methodological, cultural, and ethical challenges of ESD which should be useful for ESD researchers and practitioners in different national settings. Originality/value – This article fulfills an identified need to address the paradoxes of sustainable development and to study how ESD can be more effective.
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ZHU, Huai-xin. "EDUCATION FOR SUSTAINABLE DEVELOPMENT: A SINO-ENGLISH COMPARATIVE STUDY IN ENVIRONMENTAL EDUCATION." Journal of Zhejiang University SCIENCE 2, no. 3 (2001): 342. http://dx.doi.org/10.1631/jzus.2001.0342.

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Koreneva, Inna. "ENVIRONMENTAL AND DEVELOPING EDUCATION AS HISTORICAL SOURSES OF EDUCATION FOR SUSTAINABLE DEVELOPMENT." B U L L E T I N OF OLEKSANDR DOVZHENKO HLUKHIV NATIONAL PEDAGOGICAL UNIVERSITY 35 (2017): 259–68. http://dx.doi.org/10.31376/2410-0897-2017-3-35-259-268.

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Maurer, Michaela, and Franz Xaver Bogner. "How freshmen perceive Environmental Education (EE) and Education for Sustainable Development (ESD)." PLOS ONE 14, no. 1 (January 14, 2019): e0208910. http://dx.doi.org/10.1371/journal.pone.0208910.

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Payne, Phillip G. "The politics of environmental education. Critical inquiry and education for sustainable development." Journal of Environmental Education 47, no. 2 (March 11, 2016): 69–76. http://dx.doi.org/10.1080/00958964.2015.1127200.

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49

Barron, Deirdre, Simon Jackson, and Lyndon Anderson. "Ignorance, Environmental Education Research and Design Education." Australian Journal of Environmental Education 21 (2005): 39–46. http://dx.doi.org/10.1017/s0814062600000938.

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AbstractIn the relatively new discipline of design education we have the opportunity to frame the way that design education is formulated. The relative lack of theorists in the field of design education studies leaves unquestioned the relevance of conventional practices of design education that are premised on only tangentially relevant Art, Science and Information Technology models. There is a gap in design education development regarding how to mediate ecological concerns with techno-scientific imperatives. Environmental education researchers can influence this new field by challenging existing approaches to design education with particular attention to the ways design either contributes to or hinders the development of a sustainable society. In order to enter this discussion with environmental education researchers we identify three ecological issues faced by designers and design educators, here we pay particular attention to Industrial Design. The question for this paper is, can environmental education researchers offer advice to the design education area that may help us develop ecologically sustainable design-based programs. The newness of ecological concerns in the design research and design education areas means that we have a great deal to learn. If environmental education researchers are able to assist us with our reflections on designing curricula that in turn encourages a more ecologically aware design profession then this would be a worthwhile contribution to design practice in Australia, and indeed the world.
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Andelman, Marta. "Argentina and Education for Sustainable Development." Applied Environmental Education & Communication 4, no. 3 (July 2005): 247–50. http://dx.doi.org/10.1080/15330150591004706.

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