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Littérature scientifique sur le sujet « Sustainability Education (SE) »

Auteur : Grafiati
Publié le 31 mai 2023

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Articles de revues sur le sujet "Sustainability Education (SE)"

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Chalmers, Lex. « Sustainability education ». New Zealand Geographer 63, no 3 (décembre 2007) : 225. http://dx.doi.org/10.1111/j.1745-7939.2007.00121.x.

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Abraham, Martin. « Sustainability education ». Environmental Progress 24, no 4 (2005) : 343–44. http://dx.doi.org/10.1002/ep.10116.

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FOBELOVÁ, Daniela. « EDUCATION FOR SUSTAINABILITY – OUR COMMON FUTURE ». Scientific Papers of Silesian University of Technology. Organization and Management Series 2018, no 122 (2018) : 37–42. http://dx.doi.org/10.29119/1641-3466.2018.122.4.

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Richardson, Megan. « Education for Sustainability ». Learning and Teaching 9, no 1 (1 septembre 2020) : 5–23. http://dx.doi.org/10.7459/lt/9.1.02.

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This article argues for the implementation of Education for Sustainability (EfS) through the Humanities learning areas in primary education, as together they can deliver powerful knowledge, concepts, skills, values and actions that prepare students to create and participate in a more sustainable future. To overcome barriers to EfS, such as, lack of teacher preparedness, conceptual understanding, enthusiasm and confidence in teaching controversial issues, greater exposure to and experience in EfS not only during pre-service teacher education, but also as continued professional development, is critical to encourage and support teachers in implementing meaningful and transformative EfS practices into their teaching It is widely recognised that establishing a democratic classroom environment and taking a student-centred constructivist approach to teaching and learning strategies, including the cooperative learning, questioning, discussion and an inquiry-based learning model, are the best suited processes and pedagogical practices for EfS.
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Baillie, Caroline, et Victoria Remenda. « Education for Sustainability ». Journal of Biobased Materials and Bioenergy 1, no 1 (1 avril 2007) : 163–70. http://dx.doi.org/10.1166/jbmb.2007.1990.

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Courses which are intended to help students learn 'attitudes' or ways of thinking, as well as or instead of the more common 'knowledge' and 'skills,' are notoriously difficult to get right—particularly for younger students. Most courses relating to environmental issues or sustainability are electives within general science or engineering programs or they are within specialized environmental degree programs. In this paper, we examine two compulsory core courses designed to help students develop an appreciation of sustainability of the environment, one within a common first-year program of 600 students and one within a second-year geological engineering program of 35 students. In the first-year course, the sustainability component is situated within a course on 'Professional Skills,' which is taught in an innovative week-long intensive module. Students in this course have difficulties with the teaching and learning approach as much as with the subject matter. In the second-year course the main focus is on sustainability and the environment, taught using enquiry-based learning, a similar, interactive, innovative approach. In this course students respond much better to the concepts and appear to enhance or transform their perspectives. Students may be considered to pass through a 'threshold.' We examine the factors which seem to prevent students from passing through the threshold and consider possible strategies for aiding the pathway.
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Buchan, Graeme D., Ian F. Spellerberg et Winfried E. H. Blum. « Education for sustainability ». International Journal of Sustainability in Higher Education 8, no 1 (16 janvier 2007) : 4–15. http://dx.doi.org/10.1108/14676370710717553.

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PurposeTo describe the development and structure of a new Master's‐level subject entitled “Aspects of sustainability: an international perspective” as a potential model, adoptable by other tertiary‐level educators.Design/methodology/approachThis paper describes the evolution and re‐shaping of a subject designed for postgraduate students from diverse programmes (from science‐based to sociology‐based). It was re‐designed in 2004, in part to support the co‐introduction by Lincoln University of two new, globally innovative Masters degrees, but also as a contribution to the Decade of Education for Sustainable Development (DESD, 2005‐2014). The two new degrees are taught and awarded jointly by Lincoln University and a partner European University, and thus are based on unique Northern‐Southern hemisphere linkages. We describe the subject content (including its major assignment), and its evaluations by students.FindingsA successful subject has been developed, but it required a step change in its structure in order to (a) retain connectedness and common themes across its wide‐ranging topics, and (b) meet the expectations and aspirations of multi‐disciplinary, multi‐national classes.Practical implicationsThis paper details the key ingredients of a subject designed to prepare postgraduate students for careers involving sustainability at international or regional level. The subject's structure is a potential model for adoption in other tertiary programmes.Originality/valueThe subject's structure is highly appropriate for a multi‐disciplinary, multi‐national student group, and demonstrates one university's efforts to contribute to DESD. The format of the main assignment is offered as a model for adoption by others engaged in education for sustainability.
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Rozman, Tomislav, et Mateja Frangež Rozman. « Education for Sustainability ». International Journal of Smart Education and Urban Society 11, no 1 (janvier 2020) : 41–63. http://dx.doi.org/10.4018/ijseus.2020010104.

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The purpose of this article is to analyse and interpret the current state of the Education for Sustainable Development in Slovenia, EU. The primary goal is to select the best learning methods for the upcoming international training programme, developed within the EU co-funded project (Erasmus+ KA2) The article presents the analysis of the state on the Slovenian education market with a focus on adult education and lifelong learning target groups. The results show that traditional training methods are still most widely used; newer learning methods (gamification, online, mobile learning, storytelling) are rarely used. The results of the interviews (preliminary study) show that entrepreneurs, which were included in the research, missed the sustainability topics in their educational path. Lastly, examples of the learning methods used by the case-study educational company are shown. The article is usable for organizations, which are preparing new online training programmes about sustainability topics.
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Gough. « Education after sustainability ». Global Discourse 7, no 1 (2 janvier 2017) : 131–45. http://dx.doi.org/10.1080/23269995.2017.1300435.

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Gould, Bill. « Education for sustainability ». Applied Geography 17, no 3 (juillet 1997) : 247. http://dx.doi.org/10.1016/s0143-6228(97)87225-6.

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Wamsler, Christine. « Education for sustainability ». International Journal of Sustainability in Higher Education 21, no 1 (6 janvier 2020) : 112–30. http://dx.doi.org/10.1108/ijshe-04-2019-0152.

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Purpose Current approaches to sustainability science and education focus on (assessing and addressing) the external world of ecosystems, wider socio-economic structures, technology and governance dynamics. A major shortcoming of such approaches is the neglect of inner dimensions and capacities (which constrains education for sustainability as an end), and a limited capacity to facilitate reflection on the cognitive and socio-emotional processes underpinning people’s learning, everyday life choices and decision-taking (which constrains education for sustainability as a means). More integral approaches and pedagogies are urgently needed. The purpose of this paper is to advance related knowledge. Design/methodology/approach This paper provides a reflexive case study of the development of an innovative course on “Sustainability and Inner Transformation” and associated interventions in the form of a practice lab and weekly councils. Findings The paper elaborates on the connections between sustainability and inner transformation in education, offers insights into the process of adapting contemplative interventions to sustainability education and concludes with some reflections on challenges, lessons learnt and future work needed to support more integral approaches. The findings show that inner dimensions and transformation can be a vehicle for critical, improved education for sustainability and how this can be achieved in practice. Originality/value It is only recently that the concept of the inner or personal (sphere of) transformation has received growing attention in sustainability science and education. Despite this interest, such new conceptualizations and heuristics have, to date, not been systematically connected to education for sustainability (neither as an end nor means). The paper presents a critical, reflexive case, which advances related knowledge. It sets a precedent, which other universities/training institutions could follow or learn from.
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Thèses sur le sujet "Sustainability Education (SE)"

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Tejedor, Papell Gemma. « Transdisciplinarity for sustainability in engineering education ». Doctoral thesis, Universitat Politècnica de Catalunya, 2019. http://hdl.handle.net/10803/668425.

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This research aims to improve engineering education in sustainability (EESD) through transdisciplinarity (td) learning approaches. The research comprised 3 phases. The first consisted of the analysis of how sustainability is approached in EE through a co-word analysis and characterization of the keywords networks of three relevant journals in the field of EESD over two decades. The journal networks evolution analysis suggested that the concern was growing to move to society. Td and related keywords constantly dripped along the ten years in all the journals and gained relevance, especially in International Journal of Sustainability in Higher Education (IJSHE) and Journal of Cleaner Production (JCLP). Additionally the IJSHE showed a will of reinforcing relationships beyond the university; the International Journal of Engineering Education (IJEE) gave relevance to real case studies with a North-South component and to students’ representativeness; and the JCLP contributed aspects on competences and educational strategies. The characterisation brought as relevant categories towards sustainability those related to cross-boundary schemes (i.e. td, ethics, networking), institutional aspects, faculty professional development training and learning strategies. Finally, keywords related to td and collaborative networking spread throughout all the areas of knowledge addressed by the journals, indicating a widening interest. The second phase studied how emergent EESD initiatives were approached from td as valued competence for sustainability. The research indicated that most of the initiatives fitted in the problem solving discourse, where co-production of knowledge and method-driven aspects are relevant. Deepening this discourse, most initiatives corresponded to the real-world argument promoting science-society collaboration to solve societal problems (EU contexts); others looked for convergence of all sciences (life, human, physical and engineering) in pursuit of human well-being (innovation argument, US contexts); and some initiatives brought together students and entities in a team-based learning process with social purpose (transcendent interdisciplinary research “tir” argument). It is noteworthy that none of the initiatives mirrored the transgression discourse, which attempts to reformulate the establishment, no longer for society but with society. The last phase consisted in the implementation of a td learning environment experience in the course Action Research Workshop on Science and Technology (Sci&Tech) for Sustainability (5 ETCS) of the UPC Master degree in Sustainability Sci&Tech. Civil organisations, public administration, students and educators undertook collaborative research on real-life sustainability case studies, following two cycles of action-reflection. While the course mainly fitted in the real-world argument of problem solving, service learning (SL) or CampusLab schemes also reproduced a team-based learning with societal purpose (“tir” argument). We addressed the transgression discourse by means of SL focusing on social justice, which enhanced the development of complex thinking. Afterwards, some students engaged as professional researchers-activists in the participant organisations. Challenges of their learning process were: problem formulation, process uncertainty, stakeholder’s interests and roles integration, and interpersonal skills. Additionally, a well-valued Emotional Intelligence module was developed by the author to help students face some process paralyzing uncertainties. Finally this work proposes a set of fundamental features to be considered for an effective scheme for a td approach in EESD, methodically framing the science-society discourse on the issue at stake: work in real-world complex problems; involve diverse disciplines and fields cooperation; involve science-society cooperation and mutual learning processes; integrate types of knowledge; rely on disciplinary and cross-disciplinary practice.
Aquesta investigació té com a objectiu la millora de l'educació en enginyeria en sostenibilitat (EESD) a través d'un enfocament d'aprenentatge transdisciplinari, en 3 fases. La primera va consistir en l'anàlisi de com s'aborda la sostenibilitat a EE, mitjançant l'anàlisi de co-ocurrència i la caracterització dels mots clau d’articles de tres revistes rellevants en l’EESD, al llarg de 10 anys. L'anàlisi de l'evolució de les xarxes de revistes va suggerir una preocupació creixent per a traslladar el focus a la societat. La transdisciplinarietat (td) i els mots clau relacionats van degotar constantment al llarg del període a totes les revistes, guanyant rellevància, especialment a la International Journal of Sustainability in Higher Education (IJSHE) i la Journal of Cleaner Production (JCLP) A més, mostrà la rellevància de: la voluntat de reforçar relacions més enllà de la universitat, a la IJSHE; els estudis de casos reals amb component Nord-Sud, i la representativitat dels estudiants, a la International Journal of Engineering Education; i els aspectes sobre competències i estratègies educatives, a la JCLP. La caracterització va aportar com a categories rellevants per la sostenibilitat les relacionades amb esquemes “cross-boundary” (td, ètica, treball en xarxa), aspectes institucionals, desenvolupament professional del professorat i estratègies d'aprenentatge. Finalment, els mots clau relacionats amb td i xarxes de col·laboració s’identificaren al llarg de totes les àrees de coneixement empreses a les revistes, indicant un interès creixent. La segona fase va estudiar com les iniciatives de EESD, eren abordades des de la td. Indicà que la majoria encaixaven en el discurs de resolució de problemes, que emfatitza la coproducció de coneixement i els aspectes metodològics. Aprofundint aquest discurs, la majoria de les iniciatives s’esqueien a l'argument del món real que promou la col·laboració ciència-societat sobre problemes socials (context UE); altres buscaven la convergència de les ciències (vida, salut, física i enginyeria) en la recerca del benestar humà (argument d'innovació, context USA); i algunes reunien a estudiants i entitats en un procés grupal d'aprenentatge, amb propòsit social (argument d'investigació interdisciplinària transcendent "tir"). És rellevant que cap de les iniciatives es va vincular al discurs de transgressió, que persegueix la reformulació de l'”establishment” ja no per a la societat, sinó amb la societat. L'última fase va consistir en la implementació d'un entorn d'aprenentatge td al curs Taller d'Investigació-Acció (5 ETCS) del Màster UPC en Ciència i Tecnologia de Sostenibilitat. Organitzacions civils i de govern, estudiants i educadors van investigar col·laborativament en casos reals de sostenibilitat, a partir de dos cicles d'acció-reflexió. Si bé el curs encaixa principalment en l'argument del món real del discurs de resolució de problemes, els esquemes d'aprenentatge servei (ApS) o CampusLab poden reproduir l'argument "tir" d'aprenentatge basat en equips amb propòsit social. El discurs de la transgressió s'abordà mitjançant l’ApS per a la justícia social i va resultar en la implicació professional d'alguns estudiants en les organitzacions civils participants. Els reptes del procés d'aprenentatge foren: formulació de problemes; gestió d'incerteses; integració de diferents interessos i rols; i habilitats interpersonals. Per això, l'autora desenvolupà un valorat mòdul d'Intel·ligència Emocional, animat a encarar punts paralitzants del procés. Finalment, aquest treball proposa un conjunt d'elements fonamentals a considerar en un esquema eficaç per a aplicar l'enfocament td a l’EESD, que emmarqui de forma metòdica el discurs sobre la qüestió social en joc: treballar sobre problemes complexos del món real; involucrar diverses disciplines i àrees; facilitar la cooperació ciència-societat i els processos. Finalment, aquest treball proposa un conjunt d’elements fonamentals a considerar en un esquema eficaç per a aplicar l'enfocament transdisciplinarietat a l’EESD, que emmarqui de forma metòdica el discurs sobre la qüestió social en joc: treballar sobre problemes complexos del món real; involucrar diverses disciplines i àrees; facilitar la cooperació ciència-societat i els processos d'aprenentatge mutu; integrar tipus de coneixement; recolzar-se en pràctiques disciplinàries i interdisciplinàries
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Wisener, Katherine Marie. « Aboriginal health education programs : examining sustainability ». Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/33830.

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Despite evidence supporting the ongoing provision of health education interventions in First Nations communities, there is a paucity of research that specifically addresses how these programs should be designed to ensure sustainability and long-term effects. Using a Community-Based Research approach, constructivist theories, and Indigenous methods, a collective case study was completed with three Canadian First Nations communities to address the following research question: What factors are related to sustainable health education programs, and how do they contribute to and/or inhibit program success in an Aboriginal context? A university-community partnership titled the Community Learning Centres (CLC) provided the context for the collective cases. CLC involved the development of three learning centres (CLCs), each of which provided community members with a physical space and online resources pertaining to culturally relevant health education. Semi-structured interviews and a sharing circle were completed with 19 participants, including members of community leadership, external partners, and program staff and users. Document review served to verify information described by participants. Analysis included a description of each case (within-case analysis) and a thematic analysis across cases (cross-case analysis). Seven factors were identified to either promote or inhibit CLC sustainability, including: 1) community uptake (if and how users access the CLC); 2) environmental factors (conditions within the CLC and the community); 3) stakeholder awareness and support (presence and extent of support exhibited by stakeholder groups); 4) presence of a champion (passionate leaders dedicated to CLC success); 5) availability of funding (ability to identify and allocate program funding); 6) fit and flexibility (CLCs’ ability to address user needs and community priorities), and; 7) capacity and capacity building (capacity to sustain the CLC and use learned skills to address other health education issues). These findings were integrated into practical sustainability tools where each factor was provided a working definition, influential moderators, key evaluation questions, and their relationship to other factors. These tools represent the development of a sustainability framework that is grounded in, and builds on existing research, and can be used by First Nations communities and universities to support effective sustainability planning for community-based health education intervention.
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Heilmayr, Robert. « Sustainability Reporting At Higher Education Institutions ». Scholarship @ Claremont, 2006. http://scholarship.claremont.edu/cmc_theses/979.

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Multiple declarations, governmental and non-profit organizations and universities have issued a call for proper reporting of social and environmental impacts and initiatives within academia. Such reporting can increase awareness of environmental and social impacts, encourage development of sustainable policy and build a campus culture more committed to sustainability. Sustainability reporting at Higher Education Institutions (HEIs) has the added benefit of being a powerful teaching aid. This paper follows multiple lines of inquiry in order to determine whether HEIs are taking advantage of the opportunities afforded by sustainability reporting. The analysis evaluates the history of sustainability reporting at HEIs and compares the practices of HEIs to those in other sectors. We use the Pacific Sustainability Index to methodically evaluate and rank the social and environmental reporting of 20 HEIs. We find that sustainability reporting is generally less rigorous in academia than other industries. The analysis emphasizes the need for greater institutional support for sustainability reporting at HEIs.
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Kronenberg, Johannes, Anastasia Laukkanen et Théodore Fischer. « The neglected child of sustainability education ». Thesis, Blekinge Tekniska Högskola, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-16945.

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Since 1970s neoclassical economics has been identified as a major obstacle for reaching sustainability. Despite the world's growing attention to sustainability education, there has been just few attempts to assess the content and the competency building of sustainable development (SD) postgraduate programs. None has been evaluating if and how economics is integrated in such curricula. This study fills this gap in the empirical research by conducting a novel assessment of six leading SD transdisciplinary master programs in Sweden. Our study uses a qualitative approach to inquire how these programs teach students to understand, challenge and reorient dominant neoclassical economics and the reasoning behind it. Results revealed that the absence of an agreed-upon definition of both the economy and sustainability lead to the wide range of approaches on how to introduce the place and the role of the economy. Every program relies on their own understanding, perspectives and resourcefulness, while agreeing that their teaching should challenge neoclassical economics and engage their students in the various scales of system change. Yet, the time allocated to economics teaching does not exceed 8% of the programs ECTS. We argue that economics should take a much bigger place in postgraduate SD education. A proposed “transdisciplinary economics” calls for more collaboration with students, academia and outside of academia in a joint search for economic alternatives.
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Miller, VirgÃnia Moura. « Environmental education for sustainability sustainability environmental education : the paths of Nursery School Teacher Izaldino in Maceià - AL ». Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10948.

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This work entitled "From Environmental Education for Sustainability to the Sustainability of Environmental Education: the paths of the Nursery School Teacher Izaldino in Maceià - AL" aims to: a) analyze how the EE is being deployed in the Nursery School Teacher Izaldino â CEMI, and what guarantees that it be implemented with Sustainability b) register the actions of ongoing training in EE developed by the Municipal Education Office of Maceià â SEMED, and the Environmental Education Program Lagoa Viva - PEALV also in MaceiÃ, and propose suggestions that contribute to the realization of EE in municipal schools. The methodology is qualitative in nature, characterized by a case study. In order to construct the theoretical framework, we reviewed the literature which discussed the Environmental Crisis, the prospect of Sustainability, Sustainability and Education, the ideological character of EE, the process of institutionalization of EE in Brazil, the Absences and Emergencies in Education and in Educators Development. Following, we present the Environmental in Childhood Education. Subsequently, we introduce some of the history, goals and actions developed by PEALV as well as the story of CEMI, analyzing how it has educated for Sustainability, and with sustainability in its pedagogical project for promotion of EE with insertion and integration in the community where the school is located. We also reflect on the conceptions of EE and environment school community (administrators, teachers, auxiliary staff and studentâs parents), and noticed some contradictions, part of the respondents feature a naturalistic view of the Environment and a behaviorist conception of EE. However, this fact has not compromised the sustainability of EE implementation in school. We could verify that the basic principles of ecological literacy (partnership, interdependence, the cyclical nature which in education, can also be understood as the cyclical exchange of information, flexibility, and diversity) proposed by Capra (1996), are present in school community of CEMI, showing by this, that the school is on the right way for the construction of Sustainability, and also, for the construction of Sustainable Educational Spaces
O presente trabalho intitulado ―Da EducaÃÃo Ambiental para a Sustentabilidade à Sustentabilidade da EducaÃÃo Ambiental: os caminhos da Creche Escola Mestre Izaldino em Maceià â AL‖ teve como objetivo: a) analisar como a EA està sendo implantada na Creche Escola Mestre Izaldino - CEMI e o que garante que ela seja implantada com Sustentabilidade; b) registrar as aÃÃes de formaÃÃo continuada em EA desenvolvidas pela Secretaria Municipal de EducaÃÃo de Maceià â SEMED e pelo Programa de EducaÃÃo Ambiental Lagoa Viva â PEALV em Maceià e c) propor sugestÃes que contribuam para a efetivaÃÃo da EducaÃÃo Ambiental na rede municipal de ensino. A metodologia utilizada caracteriza-se como qualitativa, por um Estudo de Caso. Para a construÃÃo do referencial teÃrico fez-se uma revisÃo da literatura onde discutiu-se a crise ambiental, a perspectiva da Sustentabilidade, Sustentabilidade e EducaÃÃo, o carÃter ideolÃgico da EA, o processo de InstitucionalizaÃÃo da EA no Brasil, as AusÃncias e EmergÃncias em EducaÃÃo e FormaÃÃo de Educadores, e o Ambiental na EducaÃÃo Infantil. Seguiu-se apresentando um pouco da histÃria e objetivos e aÃÃes desenvolvidas pelo Programa de EducaÃÃo Ambiental Lagoa Viva - PEALV. Contou-se a histÃria da CEMI, analisando como ela tem educado para a Sustentabilidade e com Sustentabilidade no seu projeto pedagÃgico de promoÃÃo da EA com inserÃÃo e integraÃÃo com a comunidade onde a escola està inserida. Fez-se tambÃm uma reflexÃo sobre as concepÃÃes de EA e de Meio Ambiente da comunidade escolar (gestoras, professoras, auxiliares de serviÃos gerais e pais/mÃes de alunos/as) e percebeu-se algumas contradiÃÃes, em que certa parte dos(as) entrevistados(as) apresentam uma visÃo naturalista de Meio Ambiente e outra uma concepÃÃo de EA comportamentalista, mas isto nÃo tem comprometido a sustentabilidade da implementaÃÃo da EA na escola. Pode-se verificar que os PrincÃpios BÃsicos da AlfabetizaÃÃo EcolÃgica (a parceria, a interdependÃncia, a natureza cÃclica â que na educaÃÃo pode ser entendido como o intercÃmbio cÃclico de informaÃÃo, a flexibilidade, e a diversidade) propostos por Capra (1996), estÃo presentes na comunidade escolar da CEMI, mostrando com isto que a escola està no caminho correto para a construÃÃo da Sustentabilidade, para a construÃÃo de um EspaÃo de Educadores SustentÃveis.
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Vosburg-Bluem, Bethany Ann. « Civic Sustainability Thinking : The Synergy Between Social Studies and Educating for Sustainability ». The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1354673663.

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Irwin, David Brian. « Weaving the threads of education for sustainability and outdoor education ». Thesis, University of Canterbury. Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/3637.

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Sustainability has become a buzz word of our time, although our developed world community is still coming to terms with what the word really means. Universities and polytechnics in Aotearoa New Zealand will have to change in many ways before sustainability can be considered to occupy a meaningful place in the tertiary education sector. However the change process that sees an organisation moving towards sustainability is complex, and agency for change can be considered on many different levels including the individual identities of staff and students, the identity of managers, and the programme and wider organisational identities constructed by the communities that comprise them. This qualitative research explores education for sustainability within the context of outdoor education using the Bachelor of Adventure Recreation and Outdoor Education (BRecEd) at the Christchurch Polytechnic Institute of Technology (CPIT) (the programme into which the author teaches) as a case study. Participatory action research forms the overarching methodology for a multiple method approach to data collection. The research leans heavily on the lived experiences of staff and students within the programme, is woven with my own reflections, and incorporates many examples of students’ work. The weaving together of these experiences grounds the research and helps bring theory to life. The research reveals the complexity of change towards more sustainable ways of practising outdoor education in an organisational setting. It explores the tensions that are encountered and mechanisms that have allowed for staff and students to engage in education for sustainability in a more meaningful way. The key themes of the research explore the intersection of identity construction processes and change agency, and it is argued these processes are inseparable for those concerned with organisational change towards sustainability.
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Birdsall, Sally. « The pedagogical realisation of education for sustainability ». Thesis, University of Auckland, 2011. http://hdl.handle.net/2292/10326.

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The aim of this research was to investigate teachers' understandings of sustainability and ways in which they could be developed. How teachers translate these understandings into their pedagogy and its effects on children's understandings were explored. The impacts of learning about sustainability on teachers' identities were also investigated. This research used a qualitative-interpretivist mode of inquiry with a case study approach that utilised a questionnaire and semi-structured interviews to answer the research questions that explored teacher participants' initial and developing understandings of sustainability during professional development. Two case studies describing and analysing practising teachers' translation of their understandings of sustainability into their pedagogy were constructed using interviews and documentary data that included planning and children's work. The final research focus explored the relationship between their understanding of sustainability and their sense of identity as education for sustainability (EfS) teachers. A definition of sustainability comprised of five components was developed. Three tools were constructed to measure the complexity and levels of teachers' understandings and identities. The first tool measured the complexity of their understandings using the five-component definition. Initially these understandings were simplistic and environmentally focused. The second tool measured their metacognitive awareness of sustainability which showed that about half of the participants were unaware of the complexity of this concept. The findings established that this tool could be used metacognitively by teachers to monitor their developing awareness. The third tool provided a mechanism by which teachers' understanding and awareness of sustainability, personal practices and professional beliefs could be analysed to place the teachers in categories of identity that provided information about their outlook on sustainability. All of these tools provided evidence that the pedagogical realisation of education for sustainability is a complex process. The professional development programme was thematically analysed and evaluated using a research-based generic model. Data from children's learning provided a further evaluation and demonstrated that a pedagogy that developed a deep understanding of sustainability is complex and is easily influenced by a teacher's identity and perception of sustainability. Consequently these teachers demonstrated their environmentally-scientific focus and these young children's understandings of sustainability did not reflect such a focus but they did develop a temporal awareness of sustainability. This research has highlighted the significance of identity that influences ontological change in teaching and learning about sustainability and recognises that changes in behaviour and values of teachers are the lynch-pin of any significant change in classroom pedagogy for sustainability.
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Bauer, Eric Douglas. « Ecoliteracy : Foundation of Vocationally Specific Sustainability Education ». Thesis, Griffith University, 2016. http://hdl.handle.net/10072/367154.

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There is ample evidence that human actions are continuously and progressively straining planetary processes and systems vital for the wellbeing of the planet, as well as people themselves (WWF, 2012, 2014). Education has a key role to play in addressing these challenges. The role of technical and vocational education and training (TVET) in addressing these challenges has also been recognized. However, little is understood about the preparedness of TVET educators, specialists in their vocational areas, to address environmental and sustainability issues. This action research study examines the relationship between educator ecoliteracy and educator ability to develop and deliver vocationally specific sustainability education, in a single TVET college in Canada. The research study was undertaken over a 3-year period and involved 43 participants in total. Findings indicate that educators’ ecological knowledge, their collegial relationships and institutional processes are all significant in supporting attempts to revise vocational curriculum. Professional learning to improve vocational educators’ ecoliteracy requires more than deepening ecological knowledge, however. Also required is an understanding of the science of contemporary ecological issues and the relationship of those issues to broader socio-cultural and economic activities. In order to consider curriculum revision, educators thus need to personally value and prioritize such education as essential to the development of vocational competency amongst their students. Improving the ecoliteracy of the educator community, therefore, requires more than simply developing knowledge and skill in the scientific language of ecology; it also requires opportunities for educators to participate in institutional sustainability policies and practices
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith School of Environment
Science, Environment, Engineering and Technology
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Reese, Angela D. « Strategies for Organizational Sustainability in Higher Education ». ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2578.

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The defunding of higher education at the state and national level following the 2008 recession created the need for administrators of public higher education institutions to develop and implement funding strategies to maintain organizational sustainability. State government administrators reduced spending approximately 26% per student across the nation, leaving higher education administrators challenged with adjusting organizational budgets to compensate for the reduction in state monetary support. A multiple case study design was used to explore funding strategies that community college business leaders used to support budget decisions that maintain organizational sustainability. Four leaders from 3 community colleges in Central Texas participated in semistructured interviews. Interviews were triangulated with reviews of historical school board documents. Data analysis included documents review, member checking, coding data by participant, and electronic data analysis software to determine the most frequent responses. The theory of organizational change was used as the conceptual framework for exploring strategies community college business leaders use for sustainable futures. Two themes that emerged from the analysis were business-focused planning and student success identifying that community college business leaders need to focus on offering affordable education that meets stakeholders' needs while implementing funding strategies to support budget decisions for organizational sustainability. The findings may impact social change when budget decisions are made with a focus on affordable and quality education that improves the lives of individuals, meets local workforce needs, and promotes economic development within communities.
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Livres sur le sujet "Sustainability Education (SE)"

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Ivanova, Ekaterina, et Isabel Rimanoczy. Revolutionizing Sustainability Education. London : Routledge, 2021. http://dx.doi.org/10.4324/9781003229735.

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John, Huckle, et Sterling Stephen R, dir. Education for sustainability. London : Earthscan, 1996.

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Elshof, Leo. Sustainability and technological education. Toronto, ON : Ontario Institute for Studies in Education of the University of Toronto, 1999.

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Wagner, Ernst, Charlotte Svendler Nielsen, Luísa Veloso, Anniina Suominen et Nevelina Pachova, dir. Arts, Sustainability and Education. Singapore : Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3452-9.

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Davim, João Paulo. Engineering Education for Sustainability. New York : River Publishers, 2022. http://dx.doi.org/10.1201/9781003338130.

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Hunter, Mary Ann, Arnold Aprill, Allen Hill et Sherridan Emery. Education, Arts and Sustainability. Singapore : Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7710-4.

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Shephard, Kerry. Higher Education for Sustainability. Singapore : Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1940-6.

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Machado, Carolina, et J. Paulo Davim, dir. Higher Education for Sustainability. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28793-0.

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Karrow, Douglas D., et Maurice DiGiuseppe, dir. Environmental and Sustainability Education in Teacher Education. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25016-4.

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Kleppe, Sandra Lee, et Angela Sorby, dir. Poetry and Sustainability in Education. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95576-2.

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Chapitres de livres sur le sujet "Sustainability Education (SE)"

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Lange, Elizabeth A. « Sustainability Education ». Dans Transformative Sustainability Education, 175–250. London : Routledge, 2023. http://dx.doi.org/10.4324/9781003159643-5.

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Badiru, Adedeji B., et Tina Agustiady. « Education and Sustainability ». Dans Sustainability, 63–73. Boca Raton : CRC Press, 2021. | : CRC Press, 2021. http://dx.doi.org/10.1201/9781003005025-5.

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Shephard, Kerry. « Campus Sustainability ». Dans Education for Sustainability, 13–25. Singapore : Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1940-6_2.

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Wals, Arjen E. J. « Sustainability and Education ». Dans Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore : Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_445-1.

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Wals, Arjen E. J. « Sustainability and Education ». Dans Encyclopedia of Educational Philosophy and Theory, 2205–10. Singapore : Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_445.

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Dunetz, David, Ilana Avissar et Dafna Gan. « Education for Sustainability ». Dans Beyond Bystanders, 307–18. Rotterdam : SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-026-4_24.

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Weckenmann, A., et T. Werner. « Sustainability in Education ». Dans Advances in Sustainable Manufacturing, 17–24. Berlin, Heidelberg : Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20183-7_3.

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Garbie, Ibrahim. « Education for Sustainability ». Dans Sustainability in Manufacturing Enterprises, 243–48. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29306-6_19.

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Wamsler, Christine, Iris Maria Hertog et Lucia Di Paola. « Education for sustainability ». Dans Revolutionizing Sustainability Education, 49–62. London : Routledge, 2021. http://dx.doi.org/10.4324/9781003229735-6.

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Lange, Elizabeth A. « Transformative Sustainability Education ». Dans Transformative Sustainability Education, 251–304. London : Routledge, 2023. http://dx.doi.org/10.4324/9781003159643-6.

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Actes de conférences sur le sujet "Sustainability Education (SE)"

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Chomová, Katarína. « Education for sustainability in higher education ». Dans 21st International Joint Conference Central and Eastern Europe in the Changing Business Environment : Proceedings. University of Economics in Bratislava, Vydavateľstvo EKONÓM, 2021. http://dx.doi.org/10.18267/pr.2021.krn.4816.5.

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Fleischmann, Corinna M. « Sustaining Undergraduate Sustainability Education ». Dans Geo-Chicago 2016. Reston, VA : American Society of Civil Engineers, 2016. http://dx.doi.org/10.1061/9780784480168.064.

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Versteijlen, Marieke, Paquita Perez Salgado et Marleen Janssen Groesbeek. « Smart Education ». Dans ICT for Sustainability 2016. Paris, France : Atlantis Press, 2016. http://dx.doi.org/10.2991/ict4s-16.2016.35.

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Voci, Denise, et Matthias Karmasin. « Sustainability and Communication in Higher Education ». Dans Seventh International Conference on Higher Education Advances. Valencia : Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12831.

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Sustainability Sciences need communication to communicate knowledge effectively and to engage audiences toward sustainable development. Therefore, the present study examines to what extent media and communication aspects are integrated into sustainability science's curricula of higher education institutions in Europe. For this purpose, a total of n=1117 bachelor and master's degree programs and their related curricula/program specifications from 31 European countries were analyzed by means of content analysis. Results show that the level of curricular integration of media and communication aspects in the field of sustainability science is not (yet) far advanced (18%). This leaves room for a reflection on the perceived (ir-)relevance of communication as a crucial discipline and competence in the sustainability science area, as well as on the social and educational responsibility of higher education institutions.
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Iftode, Dumitrita. « Sustainability Enhancement Through Information Technology in Higher Education ». Dans World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/30.

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The quick evolution and development of digital technologies contribute to changes and turning points in every aspect of the modern society. Managing these the digital changes and turning them into long-term sustainable solutions for higher education could be a real challenge. Technology offers immeasurable opportunities to the learning environment and higher education is rapidly integrating information and communication technology (ICT). This paper is discussing the concept of enhanced sustainability in education through learning technologies like applications, electronic resources, and teaching methods for educational development. Technology in higher education is particularly important, therefore it is important to assess the quality that it can provide and the impact on sustainable education. The educational system has been also harshly affected by the latest pandemic situation, which brought significant consequences on the social, economic, and cultural life worldwide. This paper aims to contribute with insights to the literature in the field, by emphasizing that the latest situation around the world could be a great opportunity for further implementation and development of digital technologies for sustainable learning. The methodology used for fulfilling the study goal is a qualitative one, particularly the technique used is data analysis from secondary sources. The results of this analysis lead to the conclusion that there is need and room for improvement of digital sustainable resources in higher education, which includes the challenges that the academic environment face and need to overcome if their goal is to stay relevant on the education market.
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Ku, C. K., Y. W. Chen, T. S. Kao et S. C. Chien. « The environmental education strategy of integration of universities, NGOs and elementary schools to develop Taiwan’s energy education program ». Dans Sustainability Today. Southampton, UK : WIT Press, 2011. http://dx.doi.org/10.2495/st110151.

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Erfaneh, Allameh, et Mohammadali Heidari. « Design for sustainability in education ». Dans Creative Construction Conference 2018. Budapest University of Technology and Economics, 2018. http://dx.doi.org/10.3311/ccc2018-110.

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Soeiro, Alfredo, Errol la Grange et Anthony Smith. « Continuing Engineering Education and Sustainability ». Dans TEEM'18 : Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA : ACM, 2018. http://dx.doi.org/10.1145/3284179.3284266.

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Class, Barbara. « Open Education : Towards Epistemic Sustainability ». Dans 14th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2022. http://dx.doi.org/10.5220/0011096100003182.

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Adedeji, Y. M. D., A. A. Taiwo, O. A. Olotuah et G. Fadairo. « Architectural education and sustainable human habitat in Nigeria ». Dans Sustainability Today. Southampton, UK : WIT Press, 2011. http://dx.doi.org/10.2495/st110091.

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Rapports d'organisations sur le sujet "Sustainability Education (SE)"

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Day, Natalie. Spotlight on Sustainability. HundrED, novembre 2018. http://dx.doi.org/10.58261/xzxt7237.

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The HundrED Spotlight on Sustainability highlights the innovative practices happening in education that address this important issue. We spent nine months researching sustainability in education and identifying the people already making this a priority in their educational settings. Together in partnership with MUSE School, California, and with the help of an expert advisory board, we’ve selected ten innovations which are impactful, address sustainability in a fresh way and have either spread to other settings or have the potential to.
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Shaffer, Brenda, Huantian Cao, Kelly Cobb, Marsha A. Dickson et Shameeka Jelenewicz. Textile and Apparel Curriculum Development for Sustainability Education. Ames (Iowa) : Iowa State University. Library, janvier 2019. http://dx.doi.org/10.31274/itaa.8375.

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Burns, Heather. Education as Sustainability : an Action Research Study of the Burns Model of Sustainability Pedagogy. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.942.

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

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

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Madsen, Katrine D., et Venka Simovska. Mapping of policies shaping the agenda within health and sustainability education in schools : Research in schools for health and sustainability working paper nr 1/2012. Aarhus University, 2012. http://dx.doi.org/10.7146/aul.67.65.

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Kane, Thomas. Transforming the Soul of Education : Sustainability at the Center of Teaching and Learning in Secondary Schools. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.270.

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Merida, Martha, Javier Arce, Douglas Moscoso, Carlo Ramirez, Patricia Riveros et John H. Bratt. Operations research to improve financial sustainability in three Bolivian NGOs. Population Council, 2006. http://dx.doi.org/10.31899/rh1.1023.

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The FRONTIERS project worked with three Bolivian NGOs (Prosalud, the Center for Research, Education and Services or CIES, and the Association of Rural Health Programs or APSAR) to improve their ability to conduct research on market analysis and cost recovery. Following a one-week workshop on conducting cost studies, staff from the three NGOs designed operations research studies to help with decisions on planning and cost recovery. Study findings showed that cost recovery varied from high (Prosalud, 83-109%) to low (CIES, 38-46%) and very low (APSAR, 10-25%), depending on the service. All three studies focused on alternative options to client fees, including developing new services or market approaches (Prosalud), controlling costs (CIES), and continued donor support (APSAR).
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Bowling, Emily. Coupled Pedagogy : A Study of Sustainability Education and Community-Based Learning in the Senior Capstone Program at Portland State University. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.260.

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Lawrence, Andrea. Sustainability Education as a Framework for Enhancing Environmental Stewardship in Young Leaders : An Intervention at Tryon Creek Nature Day Camp. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.555.

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