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Journal of Education for Sustainable Development最新文献

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Integrating Business and Medical Pedagogy to Accomplish the Sustainable Development Goals 整合商业和医学教学以实现可持续发展目标
Journal of Education for Sustainable Development Pub Date : 2019-06-06 DOI: 10.1177/0973408219844857
S. Sibbald, Nicole Haggerty
{"title":"Integrating Business and Medical Pedagogy to Accomplish the Sustainable Development Goals","authors":"S. Sibbald, Nicole Haggerty","doi":"10.1177/0973408219844857","DOIUrl":"https://doi.org/10.1177/0973408219844857","url":null,"abstract":"A quality education is one that best fits the present and future needs of an individual within their current society. Case-based Learning (CBL) is inquiry-based learning which allows self-directed learning, logical reasoning, problem-solving and decision-making. CBL enhances knowledge, teamwork and problem-solving skills; it is used worldwide across various healthcare fields. It can tie theory to practice and go beyond traditional learning outcomes to induce deeper learning. The CBL method has been touted as superior in preparing future healthcare professionals. This preparation is a vital step in attaining the progress needed to achieve the 2017 Sustainable Development Goals (SDGs). We believe the CBL approach will not only foster more competent learners, but also is a necessary and sufficient technique to meet the SDGs. We conclude that healthcare pedagogy should embrace CBL techniques in order to realize sustainable development and the healthy planetary goals.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116489110","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 in the Secondary Sector—A Review 中学可持续发展教育检讨
Journal of Education for Sustainable Development Pub Date : 2019-06-03 DOI: 10.1177/0973408219846675
Neil Taylor, Frances Quinn, K. Jenkins, Helen Miller-Brown, Nadya Rizk, Theodosia Prodromou, Penelope Serow, Subhashni Taylor
{"title":"Education for Sustainability in the Secondary Sector—A Review","authors":"Neil Taylor, Frances Quinn, K. Jenkins, Helen Miller-Brown, Nadya Rizk, Theodosia Prodromou, Penelope Serow, Subhashni Taylor","doi":"10.1177/0973408219846675","DOIUrl":"https://doi.org/10.1177/0973408219846675","url":null,"abstract":"This article reviews Education for Sustainability (EfS) in the secondary sector across a range of countries. Drawing on journal articles, book chapters and official reports, it identifies some of the more successful approaches to implementing EfS within the secondary sector. The authors first discuss the importance of educating for sustainability at the secondary level and then explore barriers to effective EfS in secondary schools. They go on to share their insights into contextual factors that influence EfS practices which are reported in the case studies. In particular, they discuss the influence of (a) politics and curriculum renewal, (b) alignment of curriculum, resources and teaching, (c) the perceived state of EfS and (d) teachers’ professional development as determinants of EfS implementation and success.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134388987","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: 19
Encouraging Students’ Pro-environmental Behaviour: Examining the Interplay Between Student Characteristics and the Situational Strength of Schools 鼓励学生的亲环境行为:考察学生特征与学校情境强度之间的相互作用
Journal of Education for Sustainable Development Pub Date : 2019-04-25 DOI: 10.1177/0973408219840544
P. Runhaar, Klaartje Wagenaar, R. Wesselink, H. Runhaar
{"title":"Encouraging Students’ Pro-environmental Behaviour: Examining the Interplay Between Student Characteristics and the Situational Strength of Schools","authors":"P. Runhaar, Klaartje Wagenaar, R. Wesselink, H. Runhaar","doi":"10.1177/0973408219840544","DOIUrl":"https://doi.org/10.1177/0973408219840544","url":null,"abstract":"The goal of this article is to understand how the pro-environmental behaviour (PEB) of secondary school students can be encouraged. In an exploratory study, we examine to what extent pro-environmental cues—that is, ‘situational strength’ (Mischel, Psychological Review, 80(4):252, 1973)—were present in schools and whether students in ‘stronger’ situations reported higher levels of PEB than students in ‘weaker’ ones. Moreover, we examined relationships between student characteristics—gender, perceived behavioural control (PBC), pro-environmental attitudes (PEA) and intentions (Fishbein & Ajzen, Belief, attitudes, intention, and behavior. An introduction to theory and research. Reading, MA: Addison-Wesley, 1975)—and their PEB. A sequential mixed method was used, utilizing data from three Dutch secondary schools. Survey data covering 179 students showed relationships among students’ gender, PEA and intentions, and PEB. Qualitative data—derived from semi-structured interviews with staff members, structured assignments for students and observations—showed differences in situational strength between the schools. Moreover, the data suggest an interplay between student characteristics and situational strength in affecting PEB.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129771037","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: 16
Ecocentric Education: Student Reflections on Anthropocentrism–Ecocentrism Continuum and Justice 生态中心教育:学生对人类中心主义-生态中心主义统一体与正义的思考
Journal of Education for Sustainable Development Pub Date : 2019-03-01 DOI: 10.1177/0973408219840567
H. Kopnina
{"title":"Ecocentric Education: Student Reflections on Anthropocentrism–Ecocentrism Continuum and Justice","authors":"H. Kopnina","doi":"10.1177/0973408219840567","DOIUrl":"https://doi.org/10.1177/0973408219840567","url":null,"abstract":"This article discusses liberal arts college students’ perceptions of environmental and ecological justice. Complementing emerging studies of education that tackles human–environment relationships, this article discusses student assignments related to the debates in social/environmental and ecological justice written as part of the course ‘Environment and Development’. Student assignments are analysed with the aim of gauging their view on the environment and society, identifying reasoning patterns about the anthropocentrism–ecocentrism continuum. In conclusion, this article distills recommendations for the design of a university curriculum that can facilitate the development of a non-anthropocentric worldview.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115433873","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: 14
Use of Children’s Literature to Support an Emerging Curriculum Model of Education for Sustainable Development for Young Learners 利用儿童文学支持新兴的青少年可持续发展教育课程模式
Journal of Education for Sustainable Development Pub Date : 2018-09-01 DOI: 10.1177/0973408218785320
Y. Bhagwanji, Patty Born
{"title":"Use of Children’s Literature to Support an Emerging Curriculum Model of Education for Sustainable Development for Young Learners","authors":"Y. Bhagwanji, Patty Born","doi":"10.1177/0973408218785320","DOIUrl":"https://doi.org/10.1177/0973408218785320","url":null,"abstract":"Education for Sustainable Development (ESD) is an educational imperative that requires supporting young learners in developing awareness about–and exploring–concepts, topics and vocabulary of significant importance in environmental education. Chawla (2009, Journal of Developmental Processes, 4(1), pp. 6–23) identified two factors that predicted pro-environment behaviours: (a) direct experience in nature and (b) second-hand learning such as through books and stories. By using carefully selected children’s books that affirm and underscore children’s relationships with nature, classroom teachers and programme leaders can support inquiry-based learning in a recurring and interrelated fashion. Additionally, a wide range of constructs and content embedded within the realm of environmental education can be explored through carefully selected children’s reading materials.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126580215","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
‘Whole Earth?’ Using an Exhibition to Raise Sustainability Awareness at a UK University “整个地球吗?英国一所大学利用展览提高可持续发展意识
Journal of Education for Sustainable Development Pub Date : 2018-09-01 DOI: 10.1177/0973408218785322
S. Scoffham, A. Consorte-McCrea
{"title":"‘Whole Earth?’ Using an Exhibition to Raise Sustainability Awareness at a UK University","authors":"S. Scoffham, A. Consorte-McCrea","doi":"10.1177/0973408218785322","DOIUrl":"https://doi.org/10.1177/0973408218785322","url":null,"abstract":"Despite mounting evidence of global environmental stress, many educationalists appear to be discounting warnings of ecological collapse from scientists, futurists and community leaders. One way of promoting sustainability awareness may be to combine cognitive reasoning with emotional awareness. This article considers the complex dynamics relating to attitudinal and behavioural institutional change by exploring the impact of a large-scale exhibition called ‘Whole Earth?’ on the staff and students at a UK university over a 15-month period. The exhibition contained a wide range of powerful visual images and drew on a famous protest song to frame its wider message. Although there were a variety of responses, the exhibition had the overall effect of raising the profile of sustainability across the university. Could initiatives of this kind, which are open-ended in character and which harness the arts to engender an emotional response, offer a model which could be used more widely?","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114848883","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
Characteristics of Green Schools: Observations of Award-winning Green Preschools in Bali, Berkeley and Hong Kong 绿色学校的特点:峇里岛、柏克莱及香港获奖绿色幼儿园的观察
Journal of Education for Sustainable Development Pub Date : 2018-09-01 DOI: 10.1177/0973408218783287
A. Iwan, N. Rao, K. Poon
{"title":"Characteristics of Green Schools: Observations of Award-winning Green Preschools in Bali, Berkeley and Hong Kong","authors":"A. Iwan, N. Rao, K. Poon","doi":"10.1177/0973408218783287","DOIUrl":"https://doi.org/10.1177/0973408218783287","url":null,"abstract":"Award-winning Green Preschools in Bali, Berkeley and Hong Kong were selected to explore the characteristics of Green Schools using measures developed by educators (Environmental Rating Scale for Sustainable Development in Early Childhood (ERS-SDEC)) and architects (simplified Leadership in Energy and Environmental Design (LEED) development). Classrooms for 4- to 5-year-olds were systematically assessed over a 10-month period. A 35 years’ timeline of the Green School movement was produced. The Bronfenbrenner Ecological Theory has been used to frame and analyse this cross-national study. Results indicated striking similarities from both scales that the Green Preschool in Bali received the highest rating followed by Green Preschool in Berkeley and Hong Kong. Three distinct Green School characteristics were found to be: (a) holistic, (b) building and (c) curriculum. The schools’ green characteristics appeared to be influenced by cultures, city regulations and the external institutions that established the green awards.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"07 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131192729","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: 6
Using Game-based Learning to Facilitate Attitude Change for Environmental Sustainability 利用游戏学习促进环境可持续发展的态度转变
Journal of Education for Sustainable Development Pub Date : 2018-09-01 DOI: 10.1177/0973408218783286
Shamila Janakiraman, S. Watson, W. Watson
{"title":"Using Game-based Learning to Facilitate Attitude Change for Environmental Sustainability","authors":"Shamila Janakiraman, S. Watson, W. Watson","doi":"10.1177/0973408218783286","DOIUrl":"https://doi.org/10.1177/0973408218783286","url":null,"abstract":"Environmental Sustainability Education (ESE) is a critical element in youth education, as it facilitates learners to understand and realize the importance of creating a sustainable future for themselves and others. Changing learner attitudes and related behaviours is critical in ESE. Digital game-based learning (DGBL) environments offer a suitable pedagogical tool for ESE, as they enable youth to learn and test their behaviours within the game. This literature review looks at studies that examine the efficacy of games as a pedagogical tool for producing change in attitudes and behaviours regarding environmental sustainability. While there are limited longitudinal studies that test whether learners retained their environment-friendly behaviours over time, which highlights the need for more such research; existing studies do show that games have demonstrated the potential for producing attitudinal change.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126077832","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: 22
Canadian Student Leaders’ Conceptualizations of Sustainability and Sustainable Universities 加拿大学生领袖对可持续发展和可持续大学的概念
Journal of Education for Sustainable Development Pub Date : 2018-09-01 DOI: 10.1177/0973408218792125
H. Elliott, T. Wright
{"title":"Canadian Student Leaders’ Conceptualizations of Sustainability and Sustainable Universities","authors":"H. Elliott, T. Wright","doi":"10.1177/0973408218792125","DOIUrl":"https://doi.org/10.1177/0973408218792125","url":null,"abstract":"There are a growing number of university sustainability efforts, but the literature provides limited information to help universities decide if they are focused on sustainability aspects important to their stakeholders. To address this gap, Canadian student leaders’ conceptualizations of sustainable development (SD) and sustainable universities were investigated using a mixed methods approach with qualitative interviews and nested quantitative concept checklists. Themes were developed through thematic analysis and compared with support for checklist concepts to explore similarities and differences between the datasets. Conceptual variance existed between student leaders concerning sustainability; there was greater agreement between participants regarding conceptualizations of sustainable universities. Participants also believed that universities have a responsibility to lead by example and to educate both students and the greater community about sustainability. This research provides insight into the conceptualizations of a key university stakeholder, the importance of localized discussions of sustainability and encouragement for universities to engage in sustainability.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124079575","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: 5
Assessing Graduate Sustainability Attributes Using a Vignette/Scenario Approach 使用小插曲/场景方法评估毕业生可持续性属性
Journal of Education for Sustainable Development Pub Date : 2018-09-01 DOI: 10.1177/0973408218792127
S. Holdsworth, I. Thomas, O. Sandri
{"title":"Assessing Graduate Sustainability Attributes Using a Vignette/Scenario Approach","authors":"S. Holdsworth, I. Thomas, O. Sandri","doi":"10.1177/0973408218792127","DOIUrl":"https://doi.org/10.1177/0973408218792127","url":null,"abstract":"Equipping professionals with skills to make decisions in line with sustainability principles is essential for transitioning our societies towards sustainable development. Higher education is at the forefront of generating professionals with these skills. However, although sustainability has been included in many university graduate attribute statements, there exists little research on how graduates acknowledge and apply sustainability attributes in their workplace. This research project aimed to assess whether graduates of undergraduate programmes with sustainability attributes acknowledge and use sustainability capabilities after they have entered employment. The project developed a tool for assessing sustainability attribute uptake and application which took the form of a tested survey tool that uses a vignette/scenario-based question design to assess the level of attribute attainment. This tool was then tested on a graduate sample from the School of Property, Construction and Project Management at RMIT University, Australia. The project outcomes show promise for future applications of the scenario/vignette survey tool to provide educators with a feedback loop between curriculum design and pedagogy and professional application of course and programme learning outcomes. The purpose of this article is to present key results from the pilot and show how these can potentially be used in curriculum development and renewal to advance sustainability in higher education.","PeriodicalId":177225,"journal":{"name":"Journal of Education for Sustainable Development","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122822779","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: 5
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