scholarly journals Measuring the effect of environmental education for sustainable development at elementary schools: A case study in Da Nang city, Vietnam

2016 ◽  
Vol 26 (6) ◽  
pp. 274-286 ◽  
Author(s):  
Thu Thao Phan Hoang ◽  
Takaaki Kato
Keyword(s):  
Sustainable Development ◽  
Elementary Schools ◽  
Environmental Education ◽  
Education For Sustainable Development

Community-Based Sustainability: Conservation in the Ballarat Region

2006 ◽  
Vol 22 (2) ◽  
pp. 33-43
Author(s):  
Barry Kentish ◽  
Ian Robottom
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Environmental Sustainability ◽  
Education For Sustainable Development ◽  
Education For Sustainability ◽  
Community Based ◽  
Sustainability Strategy ◽  
The United Nations

AbstractThe discourse of sustainability is promoted internationally, with the United Nations declaring 2005-2014 as a Decade for Education for Sustainable Development. There is discussion concerning the nature, status and significance of Education for Sustainability and its relationship with the somewhat established discourse of environmental education. This debate requires continuing theorising and one approach is to reflect critically on specific examples of sustainability within specific communities. This article seeks to promote further discussion about sustainability, and to contribute to ongoing theorisation about Education for Sustainability, by considering a particular instance – that of environmental sustainability in the Ballarat region of Victoria. The case study suggests that implementation of this local environmental sustainability strategy was dominated by technocratic and individualistic ideologies.

From environmental education to education for sustainable development in higher education: a systematic review

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pedro Mauricio Acosta Castellanos ◽  
Araceli Queiruga-Dios
Keyword(s):  
Systematic Review ◽  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Systematic Reviews ◽  
Education For Sustainable Development ◽  
Content Type ◽  
Geographical Regions ◽  
The World ◽  
The United Nations

Purpose In education concerning environmental issues, there are two predominant currents in the world, environmental education (EE) and education for sustainable development (ESD). ESD is the formal commitment and therefore promoted by the United Nations, to ensure that countries achieve sustainable development. In contrast, EE was the first educational trend with an environmental protection approach. The purpose of this systematic review that seeks to show whether the migration from EE to ESD is being effective and welcomed by researchers and especially by universities is presented. With the above, a global panorama can be provided, where the regions that choose each model can be identified. In the same sense, it was sought to determine which of the two currents is more accepted within engineering education. Design/methodology/approach The review followed the preferred reporting items for systematic reviews and meta-analyzes parameters for systematic reviews. In total, 198 papers indexed in Scopus, Science Direct, ERIC and Scielo were analyzed. With the results, the advancement of ESD and the state of the EE by regions in the world were identified. Findings It was possible to categorize the geographical regions that host either of the two EE or ESD currents. It is important to note that ESD has gained more strength from the decade of ESD proposed by the United Nations Educational, Scientific and Cultural Organization. For its part, EE has greater historical roots in some regions of the planet. In turn, there is evidence of a limited number of publications on the design and revision of study plans in engineering. Originality/value Through this systematic literature review, the regions of the world that are clinging to EE and those that have taken the path of ESD could be distinguished. Moreover, specific cases in engineering where ESD has been involved were noted.

The Denaturation of Environmental Education: Exploring the Role of Ecotechnologies

2015 ◽  
Vol 32 (1) ◽  
pp. 30-41 ◽  
Author(s):  
Annette Gough ◽  
Noel Gough
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Intrinsic Value ◽  
Education For Sustainable Development ◽  
Resource Base ◽  
Natural Resource Base

AbstractThis article explores the changing ways ‘environment’ has been represented in the discourses of environmental education and education for sustainable development (ESD) in United Nations (and related) publications since the 1970s. It draws on the writings of Jean-Luc Nancy and discusses the increasingly dominant view of the environment as a ‘natural resource base for economic and social development’ (United Nations, 2002, p. 2) and how this instrumentalisation of nature is produced by discourses and ‘ecotechnologies’ that ‘identify and define the natural realm in our relationship with it’ (Boetzkes, 2010, p. 29). This denaturation of nature is reflected in the priorities for sustainable development discussed at Rio+20 and proposed successor UNESCO projects. The article argues for the need to reassert the intrinsic value of ‘environment’ in education discourses and discusses strategies for so doing. The article is intended as a wake-up call to the changing context of the ‘environment’ in ESD discourses. In particular, we need to respond to the recent UNESCO (2013a, 2013b) direction of global citizenship education as the successor to the UN Decade of Education for Sustainable Development 2005–2014 that continues to reinforce an instrumentalist view of the environment as part of contributing to ‘a more just, peaceful, tolerant, inclusive, secure and sustainable world’ (UNESCO, 2013a, p. 3).

scholarly journals Implementasi Assessment Sikap Berpikir Kritis Berbasis Education for Sustainable Development (ESD) di Sekolah Dasar

2021 ◽  
Vol 7 (3) ◽  
pp. 309
Author(s):  
Suci Nurlailah ◽  
Ghullam Hamdu
Keyword(s):  
Sustainable Development ◽  
Critical Thinking ◽  
Elementary Schools ◽  
Student Attitudes ◽  
Education For Sustainable Development ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Attitude Assessment ◽  
Learning Attitudes ◽  
Analysis Technique

Penelitian ini dilatar belakangi masih kurang pahamnya guru di sekolah dasar mengenai penilaian sikap berbasis Education for Sustainable Development (ESD) dengan kompetensi berpikir kritis. Dalam pembelajaran penilaian sikap sangat penting untuk membentuk sikap peserta didik yang baik untuk membentuk sikap berpikir kritis secara berkelanjutan. Tujuan dari adanya penelitian ini untuk mengetahui penerapan penilaian sikap yang digunakan oleh guru sekolah dasar terutama di kelas tinggi. Subjek penelitian ini adalah guru kelas di Sekolah Dasar. Teknik analisis yang digunakan adalah analisis deskriptif kualitatif. Hasil penelitian menunjukkan bahwa 1) Penggunaan instrumen assessment sikap masih minim digunakan. 2) belum terdapat instrumen assessment sikap berupa rubrik terutama menyangkut dengan ESD. 3) Instrumen assessment sikap yang perlu dikembangkan yaitu terkait dengan sikap berpikir kritis dengan basis ESD.   The background of this research is that teachers in elementary schools still understand the Education for Sustainable Development (ESD) based assessment with critical thinking competence. In learning attitudes, it is very important to form good student attitudes to form critical thinking attitudes on an ongoing basis. The purpose of this study was to determine the attitude assessment used by elementary school teachers, especially in high grades. The subjects of this study were classroom teachers in elementary schools. The analysis technique used is descriptive qualitative analysis. The results of the study show that 1) The use of attitude assessment instruments is still minimally used. 2) there is no attitude assessment instrument in the form of a rubric, especially regarding ESD. 3) Attitude assessment instruments that need to be developed related to critical thinking attitudes based on ESD.

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