scholarly journals Education for Sustainable Development: Emerging Themes from Adopters of a Declaration

2018 ◽  
Vol 11 (1) ◽  
pp. 156 ◽  
Author(s):  
Ambika Zutshi ◽  
Andrew Creed ◽  
Brian Connelly
Keyword(s):  
Sustainable Development ◽  
Resistance To Change ◽  
Structured Interview ◽  
Education For Sustainable Development ◽  
High Rate ◽  
Adoption Process ◽  
Business And Society ◽  
Environmental Initiatives ◽  
Knowledge Based ◽  
The Right

Universities that sign the Talloires Declaration signify their commitment to education for sustainable development. This research explores whether the signification is a strategic desire to be seen to be doing the right thing, or a genuine commitment to enhancing sustainability and helping the environment. This semi-structured interview research involves communication with the sustainability managers in the majority of Talloires signified universities in Australia. Since Australia has a comparably high rate of commitment to the Talloires Declaration, the findings represent rich and deep insight into reasons and motivations that can inform the adoption process around the world. Applying institutional theory and related concepts of structuration, isomorphism, and signaling, the findings are analyzed to reveal the range of environmental initiatives and the underlying explanation of themes. Current strategies and future directions for universities are indicated. Findings are that higher education is a key mechanism in business and society for finding and harnessing knowledge-based solutions. The challenge is that institutionalization has created resistance to change through coercive, normative, and mimetic isomorphism, along with rhetoric. Structuration factors should be considered in the context of making positive changes for sustainability in the university sector.

scholarly journals Digitalization and higher education for sustainable development in the context of the Covid-19 pandemic: A content analysis approach

2022 ◽  
Vol 20 (1) ◽  
pp. 27-40
Author(s):  
Ruihui Pu ◽  
Danai Tanamee ◽  
Songyu Jiang
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Content Analysis ◽  
Technology Use ◽  
Technological Development ◽  
Structured Interview ◽  
Education For Sustainable Development ◽  
Education Quality ◽  
Digital Platform ◽  
Teaching Attitudes

Higher education for sustainable development (HESD) in the Covid-19 pandemic faces different challenges. Empirically few studies to date have introduced much on the digitalization of higher education for sustainable development. This study aims to explore and explain the digitalization of HESD from different attitudes and to build linkages of the digitalization in HESD. Furthermore, the study makes content analysis where 1,200 tweets on digitalization in higher education for sustainable development are collected from Twitter, and 19 documents have further categorized information data via NVivo. In addition, 22 students and 9 instructors were invited for a semi-structured interview to further supplement this study and confirm its findings. This study finds that attitudes towards digitalization in the study area can be divided into three correlated attitude layers. Teaching attitudes and educational attitudes are the first level, and the second level is the digital platform attitude, technology use attitude, and resource attitude. Furthermore, network attitude, service attitude, and development attitude are the third level. Thus, through the analysis, this study suggests higher education institutions should make improvements in digitalized teaching, education quality via innovation, technological development, resources use, and development via creating a better digital platform or environment is essential for genuinely promoting the HESD.

scholarly journals Engaging head, heart and hands: Holistic learning approach for education for sustainable development

2017 ◽  
Vol 9 (2) ◽  
pp. 298-304
Author(s):  
Siti Nur Diyana Mahmud
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Transformative Learning ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Education For Sustainable Development ◽  
Education For Sustainability ◽  
Learning Approach ◽  
Learning Approaches ◽  
Holistic Learning

Abstract   Sustainable development requires simultaneous and balanced progress in four dimensions i.e; social, economic, ecological and political, those are totally interdependent. Sustainability issues often regarded as complex and difficult to be understood through single discipline. Therefore education for sustainability learning requires integration of various teaching and learning approaches. With this concern in mind, the purpose of this paper is to discuss the holistic learning approach which engaging the head, heart and hands, for Education for Sustainable Development in one higher education institutions in Malaysia. By using the multiple case study design, three sustainability related courses which are from various disciplines was selected as cases. The findings from the semi-structured interview with the lecturers, focus group with students, class observations and course outline analysis showed the unifying framework of head, heart and hands learning and teaching approach. This unifying learning approaches that engage and develops the ‘whole person’: affective, cognitive and practical dimensions and abilities, and in relation to ‘real-world’ issues and concerns, seems provide better opportunity for learning for education for sustainability. Keywords: Education for sustainable development, higher education, transformative learning, systemic learning.  

scholarly journals Pädagogische Ansatzpunkte in der Umweltbildung für Zuwanderer/-innen

2021 ◽  
Vol 2021 (2) ◽  
pp. 17-26
Author(s):  
Barbara Pusch
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Education For Sustainable Development ◽  
Target Group ◽  
Intercultural Education ◽  
Political Education ◽  
Anglo Saxon ◽  
Sustainable Practices ◽  
Environmental Initiatives ◽  
The One

Regarding Education for Sustainable Development (ESD) in general and Environmental Education in particular, immigrant adults are still insufficiently involved and not identified as a relevant target group. However, in recent years, there have been and continue to be few initiatives that are dedicated to promoting sustainable practices of migrants. The article starts at this point and examines, with recourse to various concepts of intercultural education on the one hand and the distinction between politischer Bildung und Erziehung, both referred to as political education in the Anglo-Saxon context, three environmental initiatives in Germany, thus linking ESD and intercultural education.

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