scholarly journals Inclusion of Education for Sustainable Development in Environmental Engineering. A Systematic Review

2021 ◽  
Vol 13 (18) ◽  
pp. 10180
Author(s):  
Pedro Mauricio Acosta Castellanos ◽  
Araceli Queiruga-Dios ◽  
Lina González Álvarez
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Sustainable Use ◽  
Measurement Instrument ◽  
Education For Sustainable Development ◽  
Indirect Measurement ◽  
Environmental Engineering ◽  
Human Beings ◽  
Success Stories ◽  
Research And Innovation

Sustainable development (SD) is a global commitment, in the economic, social, and environmental terms of the 21st century. The SD integrates conventional development models that seek economic growth and human development, within the framework of respect and sustainable use of natural resources. This challenge must involve all levels of society. Higher education is not an exception, since universities must strive for knowledge, research, and innovation to promote SD. To achieve this, education for sustainable development (ESD) has been especially promoted by the United Nations. ESD is an indirect measurement instrument for the inclusion of SD in higher education curricula. Environmental engineering is one of the areas of most recent creation and expansion of engineering, this undergraduate program seeks to solve the environmental problems generated by the economic development of human beings, applying the theory, techniques, and technologies of engineering. With this systematic literature review (SLR), we were able to answer different research questions posed towards the most relevant competencies, techniques, and tools for the inclusion of ESD in the environmental engineering curriculum. This SLR was developed by searching the Science Direct, Scopus, and ERIC databases. We were able to identify success stories for the inclusion of ESD and some gaps in promoting ESD within undergraduate programs in environmental engineering. Likewise, we find the most applied activities, tools, and competencies within this engineering field that are part of ESD and promote SD from the curriculum.

scholarly journals Strategic Shift from Transmissive to Transformative Higher Education for Sustainable Development

2019 ◽  
Author(s):  
Mohamed Jama Madar ◽  
Mustafa Din Bin Subari ◽  
Shadiya Mohamed Saleh Baqutayan
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
National Development ◽  
Education For Sustainable Development ◽  
Transformative Education ◽  
Education For Sustainability ◽  
Important Approach ◽  
The Difference ◽  
Social Environmental ◽  
Investment Portfolios

Education for Sustainable Development (ESD) is a global initiative towards transforming education for sustainability. The integration of SD into the education portfolio is considered to be an important approach that ensures strategic alignment of higher education with SDGs. A document review was used to identify and discuss the difference between transmissive and transformative education in relation to SDGs and in the context of Somali education. In this trajectory, it is expected that the concept of ‘‘transformative education is likely to become more common to meet the emerging social, economic and environmental issues, yet practical challenges remain in Somaliland HE sector. The roadmap towards addressing transformative education for sustainability is not included in the Somaliland national portfolios; particularly ESD has not been presented. In this regard, this paper proposed a generic framework that spotlights the integration of HEIs and the national development goals (NDGs) in Somaliland. Meanwhile, developed and developing countries are prioritizing structural transformation in their HEIs that are tailored to national and regional development programs. Consistent with the Rio + 20 outcomes, the authors analyzed the concept of the ‘‘sustainable university’’ and identified the fact that it is practically divided into three interrelated and complementary categories, namely social-, environmental-, and economic-oriented university in pursuit of actualizing SD. The paper recommends major reforms in the education sector including availing investment portfolios for R&D, renovation of education goals and transforming universities for sustainability

scholarly journals Differences in Teachers’ Professional Action Competence in Education for Sustainable Development: The Importance of Teacher Co-Learning

2022 ◽  
Vol 14 (2) ◽  
pp. 767
Author(s):  
Maria Magdalena Isac ◽  
Wanda Sass ◽  
Jelle Boeve-de Pauw ◽  
Sven De Maeyer ◽  
Wouter Schelfhout ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Secondary Education ◽  
Structural Equation ◽  
Success Factors ◽  
Measurement Instrument ◽  
Teaching Experience ◽  
Education For Sustainable Development ◽  
Future Research ◽  
Subject Specialization ◽  
Action Competence

This study builds on a research-practitioner partnership embedded within an education for sustainable development (ESD) project and aims to explore the major potential challenges (i.e., disciplinary boundaries set by subject specialization, especially in secondary education) and success factors (i.e., teacher co-learning experiences in ESD) associated with differences in teachers’ professional action competence (PACesd) in a sample of 557 in-service teachers in primary and secondary schools in Flanders, Belgium. The study employed a recently validated PACesd measurement instrument and involved quantitative data analysis in a structural equation modelling framework. The results show that primary education teachers tend to report higher PACesd levels compared to their peers in secondary education. Moreover, regardless of educational level, gender and teaching experience, all teachers participating in a working group or a learning community in ESD are more likely to show higher levels of PACesd. Implications of the findings, limitations and directions for future research are discussed.

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