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Journal of Education for Sustainable Development最新文献

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Does Teacher Training of ESD Help In-service Teachers to Implement ESD in School? 可持续发展教育教师培训是否有助于在职教师在学校实施可持续发展教育？
Journal of Education for Sustainable Development Pub Date : 2024-03-25 DOI: 10.1177/09734082241233130
Shu-Nu Chang Rundgren, Naoya Yamada
{"title":"Does Teacher Training of ESD Help In-service Teachers to Implement ESD in School?","authors":"Shu-Nu Chang Rundgren, Naoya Yamada","doi":"10.1177/09734082241233130","DOIUrl":"https://doi.org/10.1177/09734082241233130","url":null,"abstract":"Education for sustainable development (ESD) has for decades been a focus internationally and has been embraced in the Japanese curriculum since 2008. Given UNESCO’s emphasis on teacher training for ESD and well-established in-service teacher training programmes in Japan, the aim of this study is to explore whether ESD teacher training could help Japanese in-service teachers to implement ESD in school. Semi-structured individual interviews with 12 in-service teachers from primary to lower secondary schools were conducted via Zoom due to the COVID-19 pandemic. It was found that in-service teacher training for ESD had a positive impact on transforming the teachers in both their professional and personal lives. However, challenges remain regarding the promotion of ESD in schools because of lack of common ground with other teaching colleagues and time constrains. The implications of implementing global ESD in schools are discussed.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":" 509","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140382944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Exploring Sustainable Food Education as Multi-professional Collaboration between Home Economics and School Food Catering 探索可持续食品教育:家政学与学校餐饮的多专业合作
Journal of Education for Sustainable Development Pub Date : 2022-03-01 DOI: 10.1177/09734082221120101
Kristiina Janhonen, Bente Elkjaer
{"title":"Exploring Sustainable Food Education as Multi-professional Collaboration between Home Economics and School Food Catering","authors":"Kristiina Janhonen, Bente Elkjaer","doi":"10.1177/09734082221120101","DOIUrl":"https://doi.org/10.1177/09734082221120101","url":null,"abstract":"This article explores microprocesses and transactions during 7 months of collaboration for sustainable food education involving two teachers of home economics and a school food manager in a Finnish secondary school. Data sources included interviews and multi-professional meetings, the professional reflections of participants and a researcher’s diary. Leaning on previous literature, we revisit and develop the concept of shared food sense (joint understanding, collective application, redefinition of co-action) as a tool for analysing the learning outcomes of collaborative multi-professional work. Accordingly, the outcomes were conceptualized as context-bound decisions and compromises that were collaboratively reached after the emergence of tensions in the process. The results highlight the need to acknowledge the complex relationships among systemic, institutional, interpersonal and intrapersonal tensions in multi-professional work, as well as to conduct a critical review of the work division, the professional motivations and the opportunities for mutual communication among participants in such alliances.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131921448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Education for Sustainability and Global Citizenship for 6-12-year-olds in Montessori Education 为6-12岁的蒙台梭利儿童提供可持续发展和全球公民教育
Journal of Education for Sustainable Development Pub Date : 2022-03-01 DOI: 10.1177/09734082221118336
Per Gynther, E. Ahlquist
{"title":"Education for Sustainability and Global Citizenship for 6-12-year-olds in Montessori Education","authors":"Per Gynther, E. Ahlquist","doi":"10.1177/09734082221118336","DOIUrl":"https://doi.org/10.1177/09734082221118336","url":null,"abstract":"The aim of this article is to understand how Montessori education, according to Maria Montessori, will enable 6–12-year-olds to meet future challenges and to care for and contribute to the wellbeing of society and the planet as a whole. This article reports on a qualitative content analysis of four books written by Maria Montessori. The analysis shows how the structure in Montessori´s curriculum for these ages lays the foundation to cultivate an understanding of the interdependence of living and non-living elements in the ecosystem and the collective responsibility for human coexistence. Further, the analysis shows how children are provided with an emotional tie to the universal approach she advocates and opportunities to develop a sense of empowerment. The topicality of Montessori education is discussed in relation to different teaching traditions. We argue that Montessori education constitutes a concrete example of a teaching tradition whose democratic mission is evident.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123472974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Teachers’ Perceptions and Educational Practices on Sustainable Nutrition in Cyprus 塞浦路斯教师对可持续营养的看法和教育实践
Journal of Education for Sustainable Development Pub Date : 2022-03-01 DOI: 10.1177/09734082221116858
Maria Neocleous Maliotou, G. Liarakou
{"title":"Teachers’ Perceptions and Educational Practices on Sustainable Nutrition in Cyprus","authors":"Maria Neocleous Maliotou, G. Liarakou","doi":"10.1177/09734082221116858","DOIUrl":"https://doi.org/10.1177/09734082221116858","url":null,"abstract":"Sustainable nutrition, an important aspect of sustainable development, has a number of dimensions in the sustainable food system. Worldwide many schools in the form of gardening activities attempt the incorporation of sustainable nutrition into their educational practices; however, further development of the topic is required. This study carried out in Cyprus aimed to observe how primary school teachers perceived the concept of sustainable nutrition and how they incorporated it into their teaching practice. Twelve primary school teachers with training in education for sustainable development (ESD) were interviewed. Findings show that the interviewed primary school teachers were only partly aware of the multiple dimensions of sustainable nutrition, and that the health component is stronger than the sustainability component in their teaching. Difficulties faced in incorporating sustainable nutrition in the educational process include teachers’ training-knowledge, curriculum, school management and parent support, as well as economic and practical issues.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126381767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Exploring the Inherent Tensions at the Nexus of Education for Sustainable Development and Neoliberalism 探索可持续发展教育与新自由主义之间的内在紧张关系
Journal of Education for Sustainable Development Pub Date : 2022-03-01 DOI: 10.1177/09734082221118621
Matthew Schulte
{"title":"Exploring the Inherent Tensions at the Nexus of Education for Sustainable Development and Neoliberalism","authors":"Matthew Schulte","doi":"10.1177/09734082221118621","DOIUrl":"https://doi.org/10.1177/09734082221118621","url":null,"abstract":"To overcome the anthropogenic and global issues facing humanity today, young people will require a level of democracy, citizenship and altruism that is lacking in our current education system and is often antagonistic to the dominant neoliberal values, structures and underlying assumptions of our increasingly globalized education systems. This article explores the inherent tension between education for sustainable development within a neoliberal political and economic system, through conducting post-structural policy analysis on SDG 4—Target 4.7. This process highlights a highly politicized education development agenda that problematizes both the current state of the world and global education systems as failing to equip young people with the knowledge and skill necessary to promote sustainable development. This leads to a range of discursive and lived effects including the increased reliance on transnational organizations, increasing performativity in schools and the subjectification of teachers and students.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"212 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133527069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Measuring Financial, Personnel and Material Resources for Education for Sustainable Development in the German School System: A Proposal for the German Educational Monitoring and Reporting 衡量德国学校系统中可持续发展教育的财政、人力和物力资源:德国教育监测和报告的建议
Journal of Education for Sustainable Development Pub Date : 2022-03-01 DOI: 10.1177/09734082221117603
R. Labanino, Armin Lude, Marc Winter, Steven Mainka, I. Hemmer, Péter Bagoly-Simó, Johanna Hartmann, Mark Ullrich
{"title":"Measuring Financial, Personnel and Material Resources for Education for Sustainable Development in the German School System: A Proposal for the German Educational Monitoring and Reporting","authors":"R. Labanino, Armin Lude, Marc Winter, Steven Mainka, I. Hemmer, Péter Bagoly-Simó, Johanna Hartmann, Mark Ullrich","doi":"10.1177/09734082221117603","DOIUrl":"https://doi.org/10.1177/09734082221117603","url":null,"abstract":"In this article, we present our proposal for a set of resource indicators measuring financial, personnel and material resources for education for sustainable development (ESD) in the German primary and secondary education. As resource indicators are an understudied area in ESD indicator research, the present article fills in an important research gap. We constructed an indicator set using a systematic literature review and a three-step validation process. As a result, we propose a comprehensive set of financial, personnel and material resources indicator set for ESD implementation based on both quantitative and qualitative data tailored to the German National ESD Action Plan. A smaller set of resource indicators were also identified, which are all based on relatively easily accessible quantitative data sources. Furthermore, using Germany as an example, the article highlights and addresses the theoretical and methodological challenges of resource indicator development in highly decentralized education systems.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"53 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113993147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Dealing with the Intangible: Using the Analytical Lens of Hidden Curricula for a Transformative Paradigm of Sustainable Higher Education 应对无形:用隐性课程的分析视角探索可持续高等教育的变革范式
Journal of Education for Sustainable Development Pub Date : 2021-09-01 DOI: 10.1177/09734082211056695
C. Rammel, Oliver Vettori
{"title":"Dealing with the Intangible: Using the Analytical Lens of Hidden Curricula for a Transformative Paradigm of Sustainable Higher Education","authors":"C. Rammel, Oliver Vettori","doi":"10.1177/09734082211056695","DOIUrl":"https://doi.org/10.1177/09734082211056695","url":null,"abstract":"There is a broad consensus that universities have the potential to act as drivers of education for sustainable development (ESD) and constitute fundamental vehicles to explore, test, develop and communicate conditions for necessary socio-ecological transformations. This goes hand in hand with stronger acknowledgment of the societal role of universities and the related need for a new transformative paradigm of sustainable higher education. Before such a paradigm can be established, before higher education can be transformative, universities themselves must be transformed. Despite various pioneer projects and frontrunners of sustainable universities, real transformations are still rare though.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116894488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
The Role of Crowdfunding for New Funding Challenges in Public Universities: An Italian Case Study 众筹在公立大学新资金挑战中的作用:一个意大利案例研究
Journal of Education for Sustainable Development Pub Date : 2021-09-01 DOI: 10.1177/09734082211062657
Elena Madeo
{"title":"The Role of Crowdfunding for New Funding Challenges in Public Universities: An Italian Case Study","authors":"Elena Madeo","doi":"10.1177/09734082211062657","DOIUrl":"https://doi.org/10.1177/09734082211062657","url":null,"abstract":"This article aims to understand how the public higher education sector is dealing with new challenges, like sustainability in services provision and delivery, which means to fulfil all the functions of a university. In order to fulfil their mission and be sustainable, the public higher education sector should start an innovation process, through which they can improve their resilience to socio-economic changes. Obviously, this involves new conditions in terms of service production, which can turn into co-production, collaboration within and outside the university’s organizational borders, and, eventually, partnerships with other organizations. This research studies in deep all these topics by investigating the case study of an Italian university, which has developed its own crowdfunding platform in order to sustain its functions. The results show some of the changes within the public universities’ fundraising culture. Moreover, though the results relate to the context of analysis, it would be interesting to develop this study by comparing public universities located in different countries.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133681127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Resilience in Formal School Education in Vanuatu: A Mismatch with National, Regional and International Policies 瓦努阿图正规学校教育的复原力:与国家、区域和国际政策的不匹配
Journal of Education for Sustainable Development Pub Date : 2021-08-13 DOI: 10.1177/09734082211031350
C. Pierce, S. Hemstock
{"title":"Resilience in Formal School Education in Vanuatu: A Mismatch with National, Regional and International Policies","authors":"C. Pierce, S. Hemstock","doi":"10.1177/09734082211031350","DOIUrl":"https://doi.org/10.1177/09734082211031350","url":null,"abstract":"Analysis of school curricula in Vanuatu, the world’s most disaster-prone nation, shows that in-depth learning about disasters, and climate change does not occur until the end of secondary education, when only 13% of primary level 1 children are still in school. Furthermore, such education in resilience is confined to optional subjects. We demonstrate that this situation does not match the objectives of Vanuatu’s policies on resilience and sustainable development, the Framework for Resilient Development in the Pacific, nor key international policies, and argue for the inclusion of suitable learning materials at earlier curricular levels.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"302 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116943288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Environmental Education-related Policy Enactment in Japanese High Schools 日本高中环境教育相关政策制定
Journal of Education for Sustainable Development Pub Date : 2021-08-13 DOI: 10.1177/09734082211031325
Melissa Glackin, K. Greer
{"title":"Environmental Education-related Policy Enactment in Japanese High Schools","authors":"Melissa Glackin, K. Greer","doi":"10.1177/09734082211031325","DOIUrl":"https://doi.org/10.1177/09734082211031325","url":null,"abstract":"Over the past decade, Japan’s rich tradition of environmental education-related policy has shifted to encompass international discourse concerning global competition and education for sustainable development. In view of this shift, this article explores environmental education-related policy enactment from the perspective of high school teachers. In-depth interviews were conducted with 16 experienced teachers and were analysed using the environmental education-related conceptual lenses of Lucas (1972) and Stevenson (1987, 2007). The findings suggest that the current policy enactment in Japanese high schools features a narrow interpretation of environmental education that emphasises knowledge acquisition and overlooks the development of practical skills, attitudes or democratic citizenship. This case study highlights the necessity that, for a progressive environmental education to become established, policymakers must find a way to balance local knowledge with the demands of international organizations, paying particular attention to curriculum ideology, policy competition and the teachers’ voice in policy creation.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127961528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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