Reflexive Processes on Health and Sustainability in Education
A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Health, Well-Being and Sustainability".
Deadline for manuscript submissions: closed (30 April 2023) | Viewed by 11386
Special Issue Editors
Interests: science education; motivation and knowledge in science/environment/health contexts
Special Issue Information
Dear Colleagues,
In industrialized nations, chronic or noncommunicable diseases (NCD, e.g., cardiovascular disease, stroke, cancer, or type 2 diabetes) are the leading cause of mortality in the world, according to the WHO. However, communicable diseases, such as the current global COVID pandemic, are also currently posing major problems for the world's population. To meet these challenges (and others), the UN Sustainable Development Goals (SDGs) includes Target 3: Ensure healthy lives and promote well-being for all at all ages. This aim has to be addressed interdisciplinarily and from different perspectives, but consistently incorporating the perspective of sustainability and intergenerational equity. Since human health and environmental health are inseparably intertwined, this also means making choices that are environmentally sustainable and shaping the health system in terms of sustainable health.
In school, biology education allows one to combine three important facets related to this aim: 1) the biological system perspective on health looking at the individual, as well as inter-subjective and ecological interrelations; 2) a specific scientific methodological view that allows one to understand the way of gaining knowledge in studies and to critically deal with statements on (social) media; and 3) an educational conception that includes knowledge, as well as abilities to act and reflect on (sustainable) health matters. In this respect, biology education can play a significant role in developing knowledge and abilities related to health and sustainability.
In order to provide frameworks both for biology education research and for designing teaching and school-wide concepts, specific educational conceptions are needed that recognize individual health matters as well as societal relations. In this Special Issue, we will discuss (various) conceptions of health promotion from the perspective of biology education, as well as empirical results on the application and impact of these conceptions. These conceptions and their implications have previously been discussed at various national and international conferences.
Dr. Julia Caroline Arnold
Prof. Dr. Sarah Dannemann
Guest Editors
Manuscript Submission Information
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Keywords
- SDG3
- sustainable health
- health
- biology education
- decision-making
- knowledge and abilities
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