scholarly journals Agenda 2030's, “Leave no one behind”, in citizen science?

2021 ◽  
Vol 20 (06) ◽  
pp. A07
Author(s):  
Madeleine Montanari ◽  
Liesbet Jacobs ◽  
Mordechai Haklay ◽  
Felix Kwabena Donkor ◽  
Maria Rosa Mondardini
Keyword(s):  
Sustainable Development ◽  
Citizen Science ◽  
Sustainable Development Goals ◽  
Three Dimensions ◽  
The Sustainable Development ◽  
Agenda 2030 ◽  
Inclusive Practice ◽  
Five Factors ◽  
Development Goals

Citizen science (CS) is promoted as a useful practice for the achievement of the Sustainable Development Goals (SDGs). In this contribution we explore how CS aligns to the SDGs overarching pledge to ‘Leave no one behind’. We propose a framework to evaluate exclusionary processes in CS. We interlink three dimensions of CS inspired by existing CS typologies with five factors underpinning exclusionary processes. With this, we are able to situate existing literature on various exclusionary effects in CS within a structured framework. We hope this contribution sparks a discussion and inspires practitioners’ reflections on a more inclusive practice in CS.

scholarly journals Artificial Intelligence-Driven Digital Technologies to the Implementation of the Sustainable Development Goals: A Perspective from Brazil and Portugal

2021 ◽  
Vol 13 (24) ◽  
pp. 13669
Author(s):  
Angélica Pigola ◽  
Priscila Rezende da Costa ◽  
Luísa Cagica Carvalho ◽  
Luciano Ferreira da Silva ◽  
Cláudia Terezinha Kniess ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Digital Technologies ◽  
Three Dimensions ◽  
Test Analysis ◽  
The Sustainable Development ◽  
Agenda 2030 ◽  
Development Goals ◽  
Levene Test

Innovativeness is a characteristic of digital technologies (DT), and they have been assuming an important role in economic, social, and environmental dimensions. Therefore, DT are relevant contributors for sustainable development goal (SDG) achievements. This study aims to compare the preference for artificial intelligence-driven digital technologies (AI-Driven DT) to achieve SDGs in Brazil and Portugal. An independent sample t-test analysis and Levene test are performed to identify potential artificial intelligence-driven digital technologies (AI-Driven DT) as favorable facilitators for SDG achievements in Brazil and Portugal. Based on the findings, a broader analysis is provided, to (i) indicate potential favorable SDGs, (ii) discuss differences between the countries in AI-Driven DT preferences in each SDG, and (iii) make recommendations for potential technologies that could receive more attention and investments in both regions to make emergent digital technologies succeed, with a particular emphasis on cleaner production. The analysis is organized into three dimensions: economic, social, and environment. At the end, a closing discussion is provided about the key guidelines and prospects that could be adopted to keep a strong and positive shift of AI-Driven DT developments and applications towards fully supporting the attainment of the SDG of United Nations Organization (ONU) Agenda 2030.

scholarly journals ¿Qué conocen los profesores de Educación Física sobre los Objetivos de Desarrollo Sostenible? Un estudio cualitativo-exploratorio (What do Physical Education teachers know about the Sustainable Development Goals? A qualitative-exploratory study)

Retos ◽  
2021 ◽  
Vol 42 ◽  
pp. 452-463
Author(s):  
Salvador Baena-Morales ◽  
Gladys Merma Molina ◽  
Diego Gavilán-Martín
Keyword(s):  
Sustainable Development ◽  
Physical Education ◽  
Sustainable Development Goals ◽  
Well Being ◽  
Global Strategy ◽  
Three Dimensions ◽  
The Sustainable Development ◽  
Environmentally Sustainable ◽  
Agenda 2030 ◽  
Development Goals

  En el año 2015 la ONU propuso 17 objetivos comunes que debían lograrse en menos de dos décadas. Estos son conocidos como los Objetivos de Desarrollo Sostenible (ODS) y se enmarcan en una estrategia global denominada Agenda 2030. La educación ha sido propuesta como un eje fundamental para el logro de los ODS, siendo todos los componentes del sistema educativo esenciales para contribuir a un mundo más sostenible a nivel económico, social y medioambiental. Concretamente, la Educación Física ha sido descrita como una materia que posee unas características importantes para contribuir al logro de los ODS; sin embargo, en la literatura previa aún no existen investigaciones que evalúen las intervenciones de los docentes de Educación Física (DEF) en sostenibilidad. Para indagar en este ámbito, el presente estudio tiene como objetivo explorar el conocimiento de los DEF sobre los ODS. Para ello, se realiza un estudio cualitativo-exploratorio basado en la entrevista. Doce DEF de Secundaria (seis mujeres) respondieron a ocho preguntas agrupadas en tres dimensiones. La noción del concepto de sostenibilidad, el análisis de las conductas sostenibles realizadas y las consideraciones sobre el valor que tiene la Educación Física para poder contribuir a la adquisición de los ODS. Los resultados mostraron que los DEF conciben la sostenibilidad sobre todo como un problema medioambiental, dejando de lado el aspecto económico y social. Además, mayoritariamente, confirman no realizar ningún tipo de conducta sostenible en clase, limitándose a impartir los contenidos de la materia. Finalmente, señalan al ODS 3 “Salud y bienestar” como el más relacionado con la Educación Física, seguido, de lejos, por los ODS 5 “Igualdad de género” ODS 16 “Paz y justicia social”. Estos resultados permitirán establecer futuras intervenciones e investigaciones destinadas a la mejora de actuaciones docente en el marco de la Educación Física.  Abstract. UN set 17 common goals to be achieved in less than two decades in 2015. These are known as the Sustainable Development Goals (SDGs) and are part of a global strategy called Agenda 2030. Education has been proposed as a fundamental element for the achievement of the SDGs, with all components of the education system being essential to contribute to a more economically, socially and environmentally sustainable world. Specifically, Physical Education (PE) has been described as a subject that has important characteristics in achieving the SDGs; however, in previous literature there is still no research aimed at assessing PE teachers' interventions in sustainability. In order to investigate this area, this study aims to explore PEFs' knowledge of the SDGs. For this purpose, a qualitative-exploratory interview-based study was conducted. Twelve secondary school DEFs (six female) responded to eight questions grouped into three dimensions. The concept of sustainability, the analysis of sustainable behaviors and considerations on the value of Physical Education in contributing to the achievement of the SDGs. The results showed that the DEFs conceive sustainability mainly as an environmental issue, leaving aside the economic and social aspects. Furthermore, most of them confirm that they do not engage in any kind of sustainable behavior in class, limiting themselves to teaching the contents of the subject. Finally, they point out SDG 3 "Health and well-being" as the one most related to Physical Education, mentioning SDG 5 "Gender equality" and SDG 16 "Peace and social justice" secondarily. These results will help to establish future interventions and research aimed at improving teaching actions within the framework of Physical Education.

scholarly journals Citizen Science as Democratic Innovation That Renews Environmental Monitoring and Assessment for the Sustainable Development Goals in Rural Areas

2021 ◽  
Vol 13 (5) ◽  
pp. 2762
Author(s):  
Cristian Alarcon Ferrari ◽  
Mari Jönsson ◽  
Solomon Gebreyohannis Gebrehiwot ◽  
Linley Chiwona-Karltun ◽  
Cecilia Mark-Herbert ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Environmental Monitoring ◽  
Citizen Science ◽  
Rural Areas ◽  
Sustainable Development Goals ◽  
The Sustainable Development ◽  
Agenda 2030 ◽  
Starting Point ◽  
Rural Settings ◽  
Development Goals

This commentary focuses on analyzing the potential of citizen science to address legitimacy issues in the knowledge base used to guide transformative governance in the context of the United Nation’s Sustainable Development Goals (henceforth SDGs). The commentary develops two interrelated arguments for better understanding the limits of what we term “traditional” Environmental Monitoring and Assessment (EMA) as well as the potential of citizen science (CS) for strengthening the legitimacy of EMA in the local implementation of SDGs. We start by arguing that there is an urgent need for a profound renewal of traditional EMA to better implement the SDGs. Then, we present CS as a democratic innovation that provides a path to EMA renewal that incorporates, develops, and extends the role of CS in data production and use by EMA. The commentary substantiates such arguments based on current approaches to CS and traditional EMA. From this starting point, we theorize the potential of CS as a democratic innovation that can repurpose EMA as a tool for the implementation of the SDGs. With a focus on the implementation of SDG15 (Life on Land) in local contexts, the commentary presents CS as a democratic innovation for legitimate transformative governance that can affect socio-ecological transitions. We see this approach as especially appropriate to analyze the implementation of SDGs in rural settings where a specific resource nexus can create conflict-laden contexts with much potential for a renewed EMA to support transformative governance towards Agenda 2030.

scholarly journals Using citizen science data to monitor the Sustainable Development Goals: a bottom-up analysis

2021 ◽  
Author(s):  
Laura Ballerini ◽  
Sylvia I. Bergh
Keyword(s):  
Sustainable Development ◽  
Citizen Science ◽  
Sustainable Development Goals ◽  
Comparative Case Study ◽  
Science Data ◽  
The Sustainable Development ◽  
Case Study Analysis ◽  
Wide Range ◽  
Development Goals

AbstractOfficial data are not sufficient for monitoring the United Nations Sustainable Development Goals (SDGs): they do not reach remote locations or marginalized populations and can be manipulated by governments. Citizen science data (CSD), defined as data that citizens voluntarily gather by employing a wide range of technologies and methodologies, could help to tackle these problems and ultimately improve SDG monitoring. However, the link between CSD and the SDGs is still understudied. This article aims to develop an empirical understanding of the CSD-SDG link by focusing on the perspective of projects which employ CSD. Specifically, the article presents primary and secondary qualitative data collected on 30 of these projects and an explorative comparative case study analysis. It finds that projects which use CSD recognize that the SDGs can provide a valuable framework and legitimacy, as well as attract funding, visibility, and partnerships. But, at the same time, the article reveals that these projects also encounter several barriers with respect to the SDGs: a widespread lack of knowledge of the goals, combined with frustration and political resistance towards the UN, may deter these projects from contributing their data to the SDG monitoring apparatus.

Gender Inequality and Sustainable Development

2020 ◽  
pp. 132-145
Keyword(s):  
Sustainable Development ◽  
Gender Equality ◽  
Gender Inequality ◽  
Gender Gap ◽  
Sustainable Development Goals ◽  
Men And Women ◽  
The Sustainable Development ◽  
Agenda 2030 ◽  
Development Goals ◽  
Regional Performance

The chapter argues that inequality between men and women has led to the gap in income and poverty for women. Gender inequality and women's empowerment have, therefore, become one of the 17 pillars of the Sustainable Development Goals Agenda 2030. This chapter, therefore, examines the global performances on gender inequality index (GII) and the Sustainable Development Goals Agenda 2030, regional performance and the Sustainable Development Goals, the top best performers on gender gap parity versus the worst performers on gender gap parity, and sub-national performances and global rankings. Also, this chapter examines the challenges of achieving gender equality by 2030 along with policy options for achieving gender equality in the year 2030.

scholarly journals Toward a Holistic Rating System: An Attempt to Expand the Boundaries of Building Sustainability Using SDGs

2021 ◽  
Vol 7 ◽  
Author(s):  
Pierluca Vitale ◽  
Vincenzo Alfano ◽  
Tommaso Pastore ◽  
Costantino Menna ◽  
Pietro Maffettone ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Environmental Impact ◽  
Sustainable Development Goals ◽  
Rating System ◽  
Mathematical Framework ◽  
Rating Systems ◽  
The Sustainable Development ◽  
Evaluation Systems ◽  
Agenda 2030 ◽  
Development Goals

Several frameworks have been developed for mitigating the environmental impact of human activities. Among them, possibly the most forward-thinking are the Sustainable Development Goals set out in UN Agenda 2030, which are often cited by stakeholders at various levels. Nevertheless, when it comes to policy tools, defining goals relating to sustainability is not straightforward. In this contribution, we use a mathematical framework to compare the goals of Agenda 2030 with the assessments possible with three different building-rating systems, BREEAM, LEED and ITACA. Our results show that these tools address sustainability very differently to the intentions of the SDGs. However, a number of minor changes could easily make the assessments produced by these evaluation systems on this issue more complete.

scholarly journals Urban Management as a Pedagogical Tool. San José De Cúcuta: Causes, Phenomena and Impacts on Urban Growth

2021 ◽  
Vol 6 (2) ◽  
pp. 6-20
Author(s):  
Luz Karime Coronel-Ruiz ◽  
Erika Tatiana Ayala García ◽  
Magdiel Daviana Tami Cortes
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Cultural Dimensions ◽  
Natural Phenomena ◽  
San Jose ◽  
Pedagogical Tool ◽  
The Sustainable Development ◽  
Agenda 2030 ◽  
Development Goals ◽  
The City

In this article the transformation of the territory of San José de Cúcuta, Norte de Santander- Colombia, borderarea with the Bolivarian Republic of Venezuela during the last twenty years was studied, from a territorialand pedagogical approach based on the analysis of the physical dimensions -environmental, social-culturaland economic-normative, and phenomena such as: scarcity of developable land, limited urban planning andcontrol strategies, migration, informality of the land and risks due to socio-natural phenomena as input in orderto propose aspects and significant strategies for solving problems present in the territory. A mixed inductiveanalyticalmethod was used, by source of documentary data collection. It was found that the city shouldprioritize interventions focused on property sanitation and land formalization. In addition, that with respect tothe physical- environmental and social-cultural dimensions, it is necessary to establish mechanisms for urbanplanning and management in response to the Sustainable Development Goals proposed for Latin Americancities by the United Nations and contemplated in the agenda. 2030 for sustainable development.

scholarly journals Pedagogical professions. In support of a green and human transition

2021 ◽  
Vol 21 (2) ◽  
pp. 6-20
Author(s):  
Simona Sandrini
Keyword(s):  
Sustainable Development ◽  
Young People ◽  
University Students ◽  
Human Dignity ◽  
Sustainable Development Goals ◽  
Planetary Boundaries ◽  
The Sustainable Development ◽  
Agenda 2030 ◽  
Development Goals ◽  
Climate Crisis

An increasing number of initiatives related to Agenda 2030 are being launched. Educators, trainers and teachers are dedicated themselves to interpret the approach to sustainability in light of the climate crisis and within the planetary boundaries. Looking toward the future, the pedagogical professions in their core can help the younger generation to recompose the prospective of “global human”, avoiding the risk of flattening sustainability on purely functional devices that forget the value and relational texture of human dignity. Coordinating experiences is crucial to support a transition both green and human. This means preparing fraternal training environments in which young people experience the culture of relation and proximity, with the intent of realising the sustainable development goals. This contribution presents a laboratory of dialogue on the paradigmatic union between sustainable development and fraternity, experience by young university students.   Professioni pedagogiche. A sostegno di una transizione verde e umana Si moltiplicano le iniziative nel solco dell’Agenda 2030. Educatori, formatori, pedagogisti e insegnanti sono impegnati a interpretare l’accostamento alla sostenibilità, tra l’allarme della crisi climatica e dentro i confini planetari. Volgendosi verso orizzonti di senso, le professioni del pedagogico possono aiutare le giovani generazioni a ricomporre un intero umano, evitando il rischio di appiattire la sostenibilità su dispositivi puramente funzionali che dimenticano la valenza e la trama relazionale della dignità umana. Coordinare esperienze in questa chiave di sostegno a una transizione che sia al contempo verde e umana, può significare predisporre ambienti formativi fraterni in cui i giovani sperimentino la cultura dell’incontro e della prossimità, anche per avverare i sustainable development goals. Il contributo presenta un’esperienza di laboratorio vissuta in mezzo a giovani studenti universitari, di dialogo sul connubio paradigmatico tra sviluppo sostenibile e fraternità.

scholarly journals Implications of the Fourth Industrial Revolution on sustainable development

2020 ◽  
Vol 4 (2) ◽  
pp. 45-60 ◽  
Author(s):  
Andrija Popović
Keyword(s):  
Sustainable Development ◽  
Industry 4.0 ◽  
Sustainable Development Goals ◽  
Industrial Revolution ◽  
New Technologies ◽  
Comprehensive Overview ◽  
The Sustainable Development ◽  
Agenda 2030 ◽  
Fourth Industrial Revolution ◽  
Development Goals

We are at the cusp of the Fourth Industrial Revolution, and its implications on the society are far-reaching. The purpose of this paper is to give a comprehensive overview of the implications that Industry 4.0 has on the Sustainable Development Goals from the UN Agenda 2030, based on the review and the analysis of the available literature. The paper is structured to give an insight into the basic concepts of Industry 4.0 and Sustainable Development, then moves through the implications of new technologies on the Sustainable Development Goals, and finally, points out the areas that need to be addressed by policymakers. This paper just tapped into the potentials and issues that the Fourth Industrial Revolution brings while leaving the room for in-depth research of any of the analyzed areas.

scholarly journals Cultural Heritage and Sustainable Development Targets: A Possible Harmonisation? Insights from the European Perspective

2020 ◽  
Vol 12 (3) ◽  
pp. 926 ◽  
Author(s):  
Luigi Petti ◽  
Claudia Trillo ◽  
Busisiwe Ncube Makore
Keyword(s):  
Sustainable Development ◽  
Cultural Heritage ◽  
Sustainable Development Goals ◽  
National Level ◽  
The Sustainable Development ◽  
Agenda 2030 ◽  
Development Framework ◽  
Development Goals ◽  
National Databases

The Agenda 2030 includes a set of targets that need to be achieved by 2030. Although none of the 17 Sustainable Development Goals (SDGs) focuses exclusively on cultural heritage, the resulting Agenda includes explicit reference to heritage in SDG 11.4 and indirect reference to other Goals. Achievement of international targets shall happen at local and national level, and therefore, it is crucial to understand how interventions on local heritage are monitored nationally, therefore feeding into the sustainable development framework. This paper is focused on gauging the implementation of the Sustainable Development Goals with reference to cultural heritage, by interrogating the current way of classifying it (and consequently monitoring). In fact, there is no common dataset associated with monitoring SDGs, and the field of heritage is extremely complex and diversified. The purpose for the paper is to understand if the taxonomy used by different national databases allows consistency in the classification and valuing of the different assets categories. The European case study has been chosen as field of investigation, in order to pilot a methodology that can be expanded in further research. A cross-comparison of a selected sample of publicly accessible national cultural heritage databases has been conducted. As a result, this study confirms the existence of general harmonisation of data towards the achievement of the SDGs with a broad agreement of the conceptualisation of cultural heritage with international frameworks, thus confirming that consistency exists in the classification and valuing of the different assets categories. However, diverse challenges of achieving a consistent and coherent approach to integrating culture in sustainability remains problematic. The findings allow concluding that it could be possible to mainstream across different databases those indicators, which could lead to depicting the overall level of attainment of the Agenda 2030 targets on heritage. However, more research is needed in developing a robust correlation between national datasets and international targets.

Sign in / Sign up

Export Citation Format

Share Document