English for sustainable development integration: A transformative curriculum framework

Heritage education is understood to be multifaceted. The way it is approached and conceived in formal educational contexts can differ according to the emphasis policy makers wish to establish. In Flanders, a region within Belgium, a curriculum reform took shape over the last seven years. This paper explores the recently introduced curriculum in Flemish secondary education, in light of Agenda 2030 for Sustainable Development. The main aim is to investigate how heritage education and sustainability fit into the newly developed curriculum framework, and the way they are interlinked on a conceptual level. The qualitative research draws on a screening of policy texts, learning outcomes, and additional interviews with policy advisors. The results show that heritage education is implicitly present. Cross-curricular opportunities are built-in and can be linked to (a) cultural awareness and expression; (b) historical consciousness; (c) citizenship; and (d) intercultural communication. Sustainable development, and more specific ESD, anchored itself firmly and more explicitly into the framework as a transversal key competence as well. However, clear connections to heritage education are not set up in the learning outcomes.

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Promoting education for sustainable development in the Maldives: Exploring the link between theory and practice

Prospects ◽

10.1007/s11125-021-09558-6 ◽

2021 ◽

Author(s):

Rhonda Di Biase ◽

Stefano Malatesta ◽

Marcella Schmidt di Friedberg

Keyword(s):

Sustainable Development ◽

National Curriculum ◽

Critical Role ◽

Theory And Practice ◽

Small Island ◽

Small Scale ◽

Models Of Teaching ◽

Curriculum Framework ◽

Island Community ◽

Key Competencies

AbstractThis article explores the critical role of education in promoting sustainable development in the Maldives context. It presents the outcomes of a small-scale project, Playing with Solar, implemented in a small island school in collaboration with the island community. Because of the environmental and educational principles embedded in this project, it is presented as one that prioritizes sustainable development, actively engages with the community, and aligns with the key competencies underpinning the Maldives National Curriculum Framework. The Playing with Solar project is an example of transformative pedagogy aligned with sustainable development. By promoting problem-based learning, the project shows how key competencies and pedagogical principles can be operationalized in line with National Curriculum Framework syllabi that promote interdisciplinary learning, in contrast to textbook-based, transmission models of teaching.

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Perspectives of Education for Sustainable Development - Understanding and Introducing the Notion in Polish Educational Documents

Discourse and Communication for Sustainable Education ◽

10.2478/v10230-011-0004-4 ◽

2011 ◽

Vol 2 (1) ◽

pp. 56-67 ◽

Cited By ~ 1

Author(s):

Małgorzata Czapla ◽

Agnieszka Berlińska

Keyword(s):

Sustainable Development ◽

Key Words ◽

National Curriculum ◽

Education For Sustainable Development ◽

Text Editor ◽

The Sustainable Development ◽

Curriculum Framework

Perspectives of Education for Sustainable Development - Understanding and Introducing the Notion in Polish Educational Documents The aim of this article is to present an analysis of formal educational documents in the context of the sustainable development notion. This goal was realised by an analysis of the National Curriculum Framework documents from 2002 in comparison with the newest document from 2008. In addition, seven teaching programmes were analysed. On the grounds of the sustainable development definition and in the context of UNECE Strategy of Education for Sustainable Development, a list of direct and indirect linguistic indicators was created. To count the key words, the text editor Adobe Reader 9.0 was used. In the oldest version of the National Curriculum Framework, the key words defining sustainable development or their components occurred 119 times, in the newest - 165 times. The new version covers the scope of sustainable development in a wider range.

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Exploring Social Skills and Character Education of Students Through Storytelling in L2

GiST Education and Learning Research Journal ◽

10.26817/16925777.440 ◽

2018 ◽

pp. 128-157

Author(s):

Rosmery León-Garzón ◽

Harold Castañeda-Peña

Keyword(s):

Social Skills ◽

Character Education ◽

English Language ◽

Classroom Interaction ◽

Structured Interviews ◽

Curriculum Framework ◽

Language Classrooms ◽

Field Notes ◽

Education Of Students ◽

Transformative Curriculum

Little is known about character education and social skills within a transformative curriculum framework in the L2 classroom. This action research study stems from identifying peer rejection in 7th grade English language classrooms as a social issue hampering English language practices for some students. Four L2 storytelling workshops were designed and implemented adapting social and linguistic contents. Data comprising students’ reactions to the content of the adapted short stories were collected using classroom interaction transcriptions, students’ artifacts, field notes, semi-structured interviews with students, and the evaluation of the storytelling workshops made by the students. Data analysis demonstrates that students could learn to live in a community creating healthy L2 learning environments when there is a sense of awareness about accepting differences whilst practicing the use of the English language.

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