scholarly journals What Teachers Think and Know about Education for Sustainable Development and How They Implement it in Class

2020 ◽  
Vol 12 (4) ◽  
pp. 1690 ◽  
Author(s):  
Eva-Maria Waltner ◽  
Katja Scharenberg ◽  
Christian Hörsch ◽  
Werner Rieß
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Implementation Process ◽  
Education For Sustainable Development ◽  
The Sustainable Development ◽  
Teacher Survey ◽  
Global Action ◽  
Action Programme ◽  
Development Goals ◽  
Teachers Attitudes

After the end of the first Global Action Programme on Education for Sustainable Development, coinciding with ongoing international evaluation processes, questions about the implementation of the Education for Sustainable Development programs and assessments continue to be raised. The present study examined Education for Sustainable Development implementation at the local (teachers’) level, assessing what teachers think and know about Education for Sustainable Development and how they implement it in secondary school classes in Baden-Wuerttemberg, Germany. By providing novel data from a teacher survey in 2019, this study revealed that Education for Sustainable Development in some aspects still lacks concrete structural implementation in educational contexts. Using a longitudinal approach, we additionally compared data from an earlier representative assessment in 2007 to the data from 2019. In reference to the preceding evaluation report, the present study showed, for example, that teachers’ attitudes towards Sustainable Development Goals were significantly higher in 2019 compared to 2007. This study provides clarification of the needs and achievements of the Education for Sustainable Development implementation process. In sum, our analysis found that from the teachers’ perspective, more abstract policies are not needed, but instead teachers ask for very concrete support that is close to teaching and the schools’ objectives. The results of our study help, in a larger sense, to navigate society towards a more sustainable direction and towards achieving the Sustainable Development Goals by highlighting the remaining challenges of these broad objectives.

scholarly journals The (un)successful EU Environmental Policy

2020 ◽  
Vol 6 (1) ◽  
pp. 51-67
Author(s):  
Rafael Leite Pinto
Keyword(s):  
Sustainable Development ◽  
Environmental Policy ◽  
Sustainable Development Goals ◽  
Climate Change Policy ◽  
Environmental Action ◽  
The Sustainable Development ◽  
Action Programme ◽  
Development Goals ◽  
Environmental Measures ◽  
The Eu

The EU asserts itself as a leader when it comes to climate change policy. In this article, we analyze the EU’s environmental action regarding the 7th Environmental Action Programme 2020 and the Sustainable Development Goals (SDG’s) 2030 set by the UN. We synthesise the successes and failures of the EU’s environmental policy in the fields of emissions reduction, circular economy, biodiversity, energy policy and agricultural policy, with the goal of understanding where the EU is lacking and what, therefore, needs stronger measures to reach international goals and avoid an environmental catastrophe. We conclude that the EU will not reach most environmental targets set for 2020 and in order to achieve the 2030 Sustainable Development Goals, what changes need to be implemented to ensure stronger environmental measures.

scholarly journals Principles for Integrating the Implementation of the Sustainable Development Goals in Cities

Urban Science ◽  
2018 ◽  
Vol 2 (3) ◽  
pp. 77 ◽  
Author(s):  
Robert Weymouth ◽  
Janette Hartz-Karp
Keyword(s):  
Sustainable Development ◽  
Deliberative Democracy ◽  
Sustainable Development Goals ◽  
Implementation Process ◽  
The Sustainable Development ◽  
The World ◽  
Decision Making Processes ◽  
Development Goals ◽  
Global Nature ◽  
Democratic Principles

The implementation of the UN’s Sustainable Development Goals in the urban centres of the world is one of the most consequential and ambitious projects that the nations of the world have undertaken. Guidance for achieving the goals in an integrated way that creates true sustainability is currently lacking because of the wicked nature of the problem. However, its wickedness highlights the critical importance of governance and decision-making processes for such integration, including the relationship between governments and their citizens. In particular, there is strong evidence to suggest that managing wicked problems like the SDGs is best done through forms of democracy that are deliberative, representative and influential. Called “deliberative democracy”, we draw on an existing body of research and case studies of deliberative democracy in action to apply its principles to a step-by-step process for the implementation and integration of the Goals in Cities. The paper concludes with the beginnings of a framework based on deliberative democratic principles, and an outline of methods for the scaling and expansion of the implementation process to cope with the global nature of the problem.

scholarly journals 'CrEEd for Future Schools'

2021 ◽  
pp. 36-51
Author(s):  
Johannes Reitinger ◽  
Agnes Pürstinger ◽  
Susanne Oyrer
Keyword(s):  
Sustainable Development ◽  
Secondary School ◽  
Sustainable Development Goals ◽  
Learning Experience ◽  
Implementation Process ◽  
The Sustainable Development ◽  
Development Goals ◽  
Oriented Approach

This paper describes the inquiry-oriented improvement concept of CrEEd for Schools regarding pivotal characteristics, prototypical experiences, and findings concerning its impact on pupils’ learning experience and teachers’ instructional performance. A reflection of these experiences and findings collected during an implementation process conducted in an Austrian secondary school (2018–2019), motivates us to further rethink and to extend the conceptual architecture of CrEEd for Schools. We adjusted decisive conceptual components and integrated a concrete content layer into this inquiry-oriented approach – namely the sustainable development goals (SDGs). In doing so, we assume that the revised concept CrEEd for Future Schools will overcome the initial obstacles.

scholarly journals Development of teachers’ professional skills in education for sustainable development

2021 ◽  
Vol 250 ◽  
pp. 07007
Author(s):  
Svetlana Tolstikova ◽  
Larisa Osechkina ◽  
Elena Tabolova ◽  
Galina Travinova
Keyword(s):  
Sustainable Development ◽  
Teacher Training ◽  
Age Differences ◽  
Personal Development ◽  
Sustainable Development Goals ◽  
Necessary Conditions ◽  
Education For Sustainable Development ◽  
The Sustainable Development ◽  
Development Goals

The article considers the skills and features of the personal development of a teacher in education for sustainable development (ESD). It contemplates over the influence of age differences on the formation of the professional and communicative culture of a specialist in higher education. Moreover, it describes the necessary conditions for the professional formation of the professional and communicative culture of a teacher in the development and promotion of her or him as a professional that is capable of raise the environmental awareness in students and help them to nourish their sustainable citizenship. In addition, it discusses the role of teacher training in education for sustainable development and stresses the importance of reorienting teacher training to take sustainability into account in the context of education policy and the implementation of the Sustainable Development Goals (SDGs).

scholarly journals Translating Sustainable Development Goals (SDGs) into Chichewa: A Quick Efficacy Assessment

2020 ◽  
Vol 3 (5) ◽  
pp. 130-138
Author(s):  
Evans Lwara ◽  
Deborah Ndalama
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Communication Strategies ◽  
Implementation Process ◽  
African Countries ◽  
The Sustainable Development ◽  
African Languages ◽  
Efficacy Assessment ◽  
Development Goals ◽  
The Government

This paper purposed to analyse the efficacy of the Chichewa version of the Sustainable Development Goals (SDGs) that the government of Malawi, through the Department of Information, recently produced. Language barrier remains one of the main reasons for the SDGs’ unpopularity among the majority of Africans. This leaves most Africans unengaged in the goals’ implementation process. Mindful of this, many African countries have embarked on projects to translate the SDGs into indigenous African languages. In Malawi, the SDGs were translated into the local languages in 2018. This study sought to conduct a quick review of the entire project to ascertain its effectiveness against the background that previous translations of various policy and other public documents are replete with substantial communicative flaws. How then was the project to translate the SDGs into Chichewa uniquely designed to ensure positive outcomes? What strategies did the translators use to ensure effective localisation of the SDG document given its international nature? To answer these and other key questions, the researchers collected data through Key Informant interviews and document analysis. The data was analysed within the framework of Farrahi Avval’s taxonomy of communication strategies. The study found that both linguistic and non-linguistic communication strategies were used in the translation. Both of these strategies were marred by serious shortcomings that have the potential to prevent effective communication from taking place. The study, thus, concludes that the information in the Chichewa version of the United Nations’ SDGs remains largely inaccessible to the illiterate and semiliterate Malawians.

scholarly journals Exploring knowledge of prospective biology teacher about Education for Sustainable Development

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Ivo Novidsa ◽  
Widi Purwianingsih ◽  
R. Riandi
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Education For Sustainable Development ◽  
Learning Design ◽  
Biology Teacher ◽  
Research Subjects ◽  
Biology Teachers ◽  
The Sustainable Development ◽  
Development Goals ◽  
Teacher's Knowledge

Education for Sustainable Development (ESD) is crucial program hold by United Nations in realizing the Sustainable Development Goals (SDGs). It is necessary to prepare competent teacher which can be started with debriefing through lectures. The purpose of this study was to analyze the prospective biology teacher's knowledge about ESD. The ESD competencies which were analyzed in this study including knowledge, actions, ethical values, attitudes, and emotions. The research subjects used were 30 students of their third year biology teacher education and taking Kapita Selekta Biology course in Universitas Pendidikan Indonesia (UPI). This descriptive study used a questionnaire about knowledge on ESD given to prospective biology teachers before they were given a briefing about ESD. The data gained were analyzed using percentage. The results showed that the persentage of knowledge of prospective biology teachers about ESD was still low (under 50%). Based on the findings, it is necessary to do ESD debriefing so that prospective biology teachers are able to integrate ESD in their learning design

scholarly journals Pandemic Accelerates Datacracy And The Goals Of Sustainable Development Goals

Khazanah ◽  
2020 ◽  
Vol 12 (2) ◽  
Author(s):  
Ais Amin Rais ◽  
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Human Life ◽  
Large Database ◽  
The Sustainable Development ◽  
The World ◽  
Global Action ◽  
The Face ◽  
Development Goals ◽  
Very Large Database

In December 2019, an entropy emerged which caused many changes to occur in the world today. A virus that causes the whole world to quickly organize and condition itself. SARS-CoV2 or SARS Coronavirus 2 or better known as Covid-19 is a new corona virus that is responsible for these changes. Covid-19, which was first known to infect a resident of China in December 2019, has now spread to 214 countries and all regions of the world, and affecting every aspect of everyday human life. All nations strive to position themselves in response to this entropy. Especially in the 21st century today. Where development of AI is a prototype that is continuously being cared for by all countries today. Many countries are taking advantage from big tickets of AI in the face of a pandemic. One of them is datacracy. A concept that accumulates all data, all information, then extrapolated from all data and information that has been obtained using certain algorithms which are made into a very large database. Datacracy will be one of the pillars in order to realize the goals that contained in the global action of Sustainable Development Goals (SDGs). Datacracy will also be very helpful in realizing some of the goals of the 17 goals in the Sustainable Development Goals (SDGs) which are expected to be achieved by 2030. This essay will discuss how the contribution of AI in dealing with the pandemic as well as speeding up datacracy and so that it can contributes to the realization of the goals from global action Sustainable Development Goals (SDGs).

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