Conceptualizing Education for Sustainable Development in Urban Secondary Schools

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education and Urban Society Pub Date : 2024-03-21 DOI:10.1177/00131245241238001

Saphia Zenasni, Tom Emile Kuppens, Joost Vaesen, Jill Surmont, Iris Stiers

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引用次数: 0

Abstract

This conceptual paper explores the characteristics of education for sustainable development (ESD) within urban secondary schools. Despite the discourse about the importance of sustainability, there has been a lack of research on this topic. The authors employed theory synthesis, which resulted in a concept for Education for Sustainable Development in Urban Contexts (ESDUC). This presents a comprehensive view on the interconnected characteristics that facilitate the successful implementation of ESD in urban secondary schools, (1) developing sustainability competences among both students and teachers, encompassing intercultural competences for teachers and self-regulating skills for students, (2) utilizing teaching methods that are both transformative and culturally responsive, (3) engaging the wider community in the educational process, and (4) shifting the school culture toward embracing diversity and adopting a whole-school approach. This study is valuable for researchers and urban secondary schools seeking to effectively integrate ESD into their educational framework.

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城市中学可持续发展教育的概念化

这篇概念性论文探讨了城市中学可持续发展教育（ESD）的特点。尽管人们都在讨论可持续发展的重要性，但一直缺乏对这一主题的研究。作者采用理论综合的方法，提出了城市背景下可持续发展教育（ESDUC）的概念。这一概念对促进城市中学成功实施可持续发展教育的相互关联的特征提出了全面的看法：（1）培养学生和教师的可持续发展能力，包括教师的跨文化能力和学生的自我调节技能；（2）利用变革性和文化响应性的教学方法；（3）让更广泛的社区参与教育过程；（4）将学校文化转向拥抱多样性和采用全校方法。这项研究对研究人员和寻求将可持续发展教育有效纳入其教育框架的城市中学很有价值。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Education and Urban Society Multiple-

CiteScore

3.00

自引率

8.30%

发文量

期刊介绍： Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.