Education for Sustainability in Global Youth Initiatives: A Stakeholder Approach

2017 ◽  
Keyword(s):  
Education For Sustainability ◽  
Stakeholder Approach

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.

Conclusions

2017 ◽  
Author(s):  
Geoff Moore
Keyword(s):  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Virtue Ethics ◽  
Organizational Ethics ◽  
Stakeholder Approach ◽  
Individual Level ◽  
Managerial Implications ◽  
The Individual ◽  
Corporate Social ◽  
Do So

The purpose of the concluding chapter is to review and draw some conclusions from all that has been covered in previous chapters. To do so, it first summarizes the MacIntyrean virtue ethics approach, particularly at the individual level. It then reconsiders the organizational and managerial implications, drawing out some of the themes which have emerged from the various studies which have been explored particularly in Chapters 8 and 9. In doing so, the chapter considers a question which has been implicit in the discussions to this point: how feasible is all of this, particularly for organizations? In the light of that, it revisits the earlier critique of current approaches to organizational ethics (Corporate Social Responsibility and the stakeholder approach), before concluding.

scholarly journals Place-Based STEM Education for Sustainability: A Path towards Socioecological Resilience

2021 ◽  
Vol 13 (15) ◽  
pp. 8414
Author(s):  
Martín Bascopé ◽  
Kristina Reiss
Keyword(s):  
Stem Education ◽  
Educational Experiences ◽  
Learning Experiences ◽  
Education For Sustainability ◽  
Southern Chile ◽  
Teachers And Students ◽  
Local Actors ◽  
One Year ◽  
Sustainability Challenges ◽  
Attitudinal Changes

This article analyzes STEM projects conducted in eight schools with children from 4 to 10 years old in southern Chile. The main purpose of the study was to describe and analyze how these projects can affect students’ and educators’ attitudes and create community capacities to tackle local socioecological challenges. We used an ethnographic design with an intentioned coding process of interviews and participant observations to summarize one year of collaborative and transdisciplinary project building. The results describe the main attitudinal changes of teachers and students and give evidence on how these projects create new links and foster collaborations with local actors and organizations that are usually sidelined from educational experiences. Examples of meaningful learning experiences to tackle sustainability challenges were systematized and shared, to inspire new initiatives, raise new voices, and promote active participation of the new generations to foster socioecological resilience.

scholarly journals Civic Education for Sustainable Development

2015 ◽  
Vol 4 (1) ◽  
pp. 5-22
Author(s):  
Bernhard Ohlmeier
Keyword(s):  
Sustainable Development ◽  
Civic Education ◽  
Environmental Sustainability ◽  
Good Governance ◽  
Education For Sustainable Development ◽  
Sustainable Growth ◽  
Education For Sustainability ◽  
German Development ◽  
Political Dimension ◽  
Economic Productivity

Abstract Education for sustainable development (ESD) often fails to consider the political dimension. To address this gap, this paper focuses on a specific political approach to ESD. The model presented is derived from the four sustainable growth targets of German Development Policy. Instead of relying on a neo-classical or neo-liberal economic paradigm, however, the goals of social justice, environmental sustainability, economic productivity and good governance are interpreted using a sustainability model. This model is anchored in a steady-state economy that has overcome the myth of unlimited material growth and seeks to stay within the limits of the planet's resources. The preconditions of good governance are outlined, and it is described how the state and civil society can contribute to this normative goal. In addition to social, ecological, economic and political components, the presented model for civic education for sustainability considers conflicts between different development components and the need for horizontal and vertical coherence. In conclusion, the paper shows that civic education for sustainability must aim to produce informed and empowered global citizens. Citizens should have the ability to employ their knowledge and skills responsibly through local and global civic involvement while also remaining aware of their own interests. Furthermore, it falls to educational policy makers to create national as well as international organisational structures that facilitate civic ESD.

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