An in-depth literature review of the evolving roles and contributions of universities to Education for Sustainable Development

2013 ◽  
Vol 49 ◽  
pp. 44-53 ◽  
Author(s):  
Benjamin Karatzoglou
Keyword(s):  
Sustainable Development ◽  
Literature Review ◽  
Education For Sustainable Development

scholarly journals Any Sign of Virtual School Garden Exchanges? Education for Sustainable Development in School Gardens since 1992: A Systematic Literature Review

2019 ◽  
Vol 13 (2) ◽  
pp. 168-192
Author(s):  
Johanna Lochner ◽  
Marco Rieckmann ◽  
Marcel Robischon
Keyword(s):  
Sustainable Development ◽  
Literature Review ◽  
Digital Media ◽  
Systematic Literature Review ◽  
Qualitative Content Analysis ◽  
Education For Sustainable Development ◽  
Virtual School ◽  
Global Perspective ◽  
School Gardens ◽  
School Garden

A core aim of Education for Sustainable Development (ESD) is to link local action with global thinking. In this systematic literature review, we quantitatively and qualitatively analyzed a sample of 158 peer-reviewed articles on school gardening. Our particular interest was in Virtual School Garden Exchanges (VSGEs). In VSGEs, learners plant school gardens and use digital media (e.g., videos, photos, video conferences) to engage in virtual communication about their gardens and related topics. Because this is a new area of research, we approached the broader topic of the ‘school garden’ from three perspectives: (1) the embedding of the global perspective of ESD, (2) the use of digital media, and (3) the establishment of international exchanges between school gardeners. Just 14 articles directly incorporated these three perspectives and were thus analyzed in more detail using a qualitative content analysis. As a result, we identified possible directions for future research on VSGE.

scholarly journals Teachers’ Professional Action Competence in Education for Sustainable Development: A Systematic Review from the Perspective of Physical Education

2021 ◽  
Vol 13 (23) ◽  
pp. 13343
Author(s):  
Julia Lohmann ◽  
Jennifer Breithecker ◽  
Ulrike Ohl ◽  
Petra Gieß-Stüber ◽  
Hans Brandl-Bredenbeck
Keyword(s):  
Sustainable Development ◽  
Physical Education ◽  
Literature Review ◽  
Qualitative Content Analysis ◽  
Self Regulation ◽  
Education For Sustainable Development ◽  
Motivational Orientation ◽  
Teacher Competence ◽  
Teacher Competences ◽  
Action Competence

In order to implement education for sustainable development (ESD), teachers from all subjects need to be equipped with ESD-specific professional action competence, including physical education (PE) teachers. However, the current state of research on approaches to defining ESD-specific teacher competence is complex and there is little debate on what competences PE teachers in particular need in order to implement ESD. The purpose of this study is to make a theoretical contribution to clarifying the central concepts of ESD-specific teacher competences and to link this discussion to the subject of PE. We conducted a systematic literature review following PRISMA guidelines with a focus on normative and theoretical work about ESD-specific teacher competences. Twenty-two articles from 2008 onwards met the inclusion criteria. Subsequently, we applied a qualitative content analysis based on theoretically derived main categories. The literature review revealed a more nuanced examination of the categories of ESD-specific professional knowledge and beliefs. The categories of motivational orientation and self-regulation were found to have received less attention in the analyzed papers. PE-specific aspects were not reflected in the reviewed literature. A refined model of ESD-specific professional action competence is suggested and it is demonstrated how this model might be applied to subject-specific discourses from the perspective of PE.

scholarly journals Could Education for Sustainable Development Benefit from a Systems Thinking Approach?

Systems ◽  
2018 ◽  
Vol 6 (4) ◽  
pp. 43 ◽  
Author(s):  
Maria Hofman-Bergholm
Keyword(s):  
Sustainable Development ◽  
Literature Review ◽  
Systems Thinking ◽  
Education For Sustainable Development ◽  
Educational Work ◽  
Sustainable Future ◽  
Novel Concept ◽  
Systems Thinking Approach ◽  
The Way

Sustainable development is not a novel concept. However, we continue with our unsustainable way of living. It is as though we cannot see our own part in the unsustainable system. Values, ethics and morals are connected to education and therefor education is in a key position to change the way we think and act for a sustainable future. Both education for sustainable development (ESD) and systems thinking are concepts connected to changes toward a sustainable future. However, they have proven to be conceptually problematic and are characterized by their complexity, making implementation more difficult. The purpose of this study is to discover whether it could be possible to interlace ESD and systems education to a strong and solid entirety in order to overcome the obstacles preventing the implementation of sustainability in education. This is done through a literature review in the fields of systems thinking and ESD. The literature review identifies two joint approaches that could be worth exploring more in order to develop an excellent instrument in the educational work toward sustainability.

Analysis of pre-service teachers’ perception towards the economic, environmental, social and cultural dimensions of Education for Sustainable Development

Think India ◽  
2019 ◽  
Vol 22 (3) ◽  
pp. 972-978
Author(s):  
Manisha Jetly ◽  
Dr. Nandita Singh
Keyword(s):  
Sustainable Development ◽  
Environmental Sustainability ◽  
Qualitative Content Analysis ◽  
Holistic Approach ◽  
Education For Sustainable Development ◽  
Cultural Dimensions ◽  
The Sustainable Development ◽  
Depth Study ◽  
Development Goals ◽  
Class Room

Education for sustainable development (ESD) enjoys a huge momentum worldwide in which the role of teachers for making sustainable development goals a reality has been recognized significantly. Teachers through their knowledge, attitudes and skills can bring the learning about these concepts to the curriculum and class room interaction and are in a position to influence their students. Therefore it is pertinent, that teachers are sensitised towards these issues, so that they prepare and nurture their students for making appropriate and responsible choices which contribute to a sustainable future. At this juncture it becomes crucial to understand their priorities and awareness level in context of the sustainable development. The present research paper aims to analyse the perception of forty post graduate pre-service teachers of the Chandigarh region, towards ESD through the dimensions of economic sustainability, environmental sustainability, social sustainability and cultural sustainability. For this researchers have adopted qualitative content analysis methodology for an in-depth study of the subjective responses through an open ended question. The findings suggest that most of the respondents associated the perception of ESD strongly with environmental sustainability. It is noted that the pre-service teachers lack a holistic approach towards ESD. On the basis of the findings it is recommended that there is an urgent need of integrating the concept of ESD consciously and conscientiously in India’s teacher education programmes.

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