scholarly journals Overall Results of the Work on “Decade of Education for Sustainable Development” Programme for the Institute of Chemistry and the Problems of Sustainable Development at Mendeleev Russian Chemical Engineering University as Example

2015 ◽  
Vol 23 (3) ◽  
Keyword(s):  
Sustainable Development ◽  
Chemical Engineering ◽  
Education For Sustainable Development ◽  
Development Programme ◽  
Mendeleev Russian Chemical

Interdisciplinarity as a key to green chemistry education and education for sustainable development

2018 ◽  
Vol 7 (1) ◽  
pp. 49-56
Author(s):  
Лилиана Маммино ◽  
Liliana Mammino
Keyword(s):  
Sustainable Development ◽  
Green Chemistry ◽  
Chemistry Education ◽  
Chemical Engineering ◽  
Education For Sustainable Development ◽  
Environmentally Benign ◽  
Organic Chemical ◽  
New Production ◽  
Interdisciplinary Nature

Green chemistry is the chemists’ contribution to sustainable development — a contribution whose fundamental role derives from the fundamental role of chemistry for development, embracing nearly all forms of industry and nearly all products used in everyday life. The ‘development’ concept entails a myriad of components related to various disciplines; pursuing sustainable development requires careful attention to all the aspects of each component. Green chemistry interfaces with all the areas of chemistry: organic chemistry, because most substances used in the chemical industry are organic; chemical engineering, because of the need to design new production processes; computational chemistry, because its role in the design of new substances with desired properties is apt for the design of new environmentally benign substances; and many others. Their inherently interdisciplinary nature needs to be reflected in the education for sustainable development and in green chemistry education at all levels of instruction, for learners to mature a comprehensive and realistic vision. The paper highlights the importance of such interdisciplinary outlooks and considers a number of illustrative examples.

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.

EDUCATION FOR SUSTAINABLE DEVELOPMENT GUIDELINES

2005 ◽  
Vol 4 (3) ◽  
pp. 405-419
Author(s):  
Carmen Catalina Ioan ◽  
Bogdan Horbaniuc ◽  
Gheorghe Dumitrascu
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development

Education for Sustainable Development (ESD)

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Sustainable Future ◽  
The Way

Education for Sustainable Development (ESD) empowers people to change the way they think and work towards a sustainable future.

Higher education for sustainable development: stakeholders benefits

2020 ◽  
pp. 121-136 ◽  
Author(s):  
O.V. Kotomina ◽  
A.I. Sazhina
Keyword(s):  
Sustainable Development ◽  
Active Agent ◽  
Education For Sustainable Development ◽  
Special Role ◽  
Stakeholder Approach ◽  
Research Activities ◽  
Academic Activities ◽  
Key Stakeholders ◽  
The One ◽  
Significant Factors

Education is one of the key goals of sustainable development (SD), which establishes the basis for the improvement of the people’s living conditions. In this logic a special role is played by universities that create an institutional framework for educating citizens on sustainable development, offering a new understanding of social problems. On the one hand, universities can create and promote knowledge about SD by their educational, expert and research activities, hence developing relevant values among people. On the other hand, universities can become an active agent in implementing the concept of SD by introducing it into its own academic activities. The article considers stakeholder approach as one of the approaches to the implementation of the concept of education for sustainable development (ESD). Therefore based on this approach, the article explores the benefits of the key stakeholders of the sustainable university. Low awareness among key stakeholders is one of the significant factors that hindering the implementation of the SD concept. Due to the lack of a sufficient research focused on studying the interests of the main stakeholders in the framework of ESD, this article is an attempt to narrow this gap.

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