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Using the Sustainable Development Goals for Citizenship Education: Challenges and Opportunities

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (31 December 2022) | Viewed by 16709

Special Issue Editors

Prof. Dr. Karmen Erjavec

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Guest Editor
Department of Economics, Faculty of Economics and Informatics, University of Novo mesto, Na Loko2, 8000 Novo mesto, Slovenia
Interests: environmental communication; environmental education
Dr. Marija Klopčić

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Guest Editor
Department of Animal Science, Biotechnical Faculty, University of Ljubjana, Ljubljana, Slovenia
Interests: sustainable livestock production; knowledge transfer; strategic management
Dr. Abele Kuipers

E-Mail Website
Guest Editor
Expertise Centre, Wageningen University & Research, Wageningen, The Netherlands
Interests: farm management; knowledge dissemination

Special Issue Information

Dear Colleagues,

Since the United Nations adopted 17 Sustainable Development Goals (SDGs) in its 2030 Agenda and prioritised education in three key areas (global citizenship, sustainable development and climate change), there has been an ongoing debate surrounding the meaning, purpose and framing of these concepts and their use for citizenship education. In a rapidly changing global context, a fundamental rethinking of education on the SDGs and their goals is needed. In recent years, various global activist groups have been active in drawing the attention of policy makers to issues such as the climate emergency and racial injustice. They raise the question of what it means to be a global citizen today and how educators can help students to understand the historical context that has brought us to this point.

This Special Issue presents work on the challenges and opportunities of education for global citizenship, sustainable development and climate change. The Special Issue aims to take a multidisciplinary approach to examining and exploring education for global citizenship, sustainable development and climate change. It explores what is meant by education for the three key areas and what educational opportunities the SDGs offer, and presents pedagogical approaches for critically engaging with the SDGs with different groups of learners.

In this Special Issue, original research articles and reviews are welcome. Research areas may include, but are not limited to, the following:

  • Meaning of global citizenship, sustainable development and climate change for different groups of learners (e.g., students, food producers and food consumers);
  • Curricular opportunities in the SDGs;
  • Pedagogical approaches to the SDGs (e.g., didactic approach).

We look forward to receiving your contributions.

Prof. Dr. Karmen Erjavec
Dr. Marija Klopčić
Dr. Abele Kuipers
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • global citizenship education
  • education for sustainable development
  • climate change education
  • inquiry based learning
  • sustainable development goals
  • thinking
  • sustainability
  • transformation

Published Papers (7 papers)

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Research

20 pages, 613 KiB  
Article
Design and Implementation of Teaching–Learning Activities Focused on Improving the Knowledge, the Awareness and the Perception of the Relationship between the SDGs and the Future Profession of University Students
by Raul Oltra-Badenes, Vicente Guerola-Navarro, José-Antonio Gil-Gómez and Dolores Botella-Carrubi
Sustainability 2023, 15(6), 5324; https://doi.org/10.3390/su15065324 - 17 Mar 2023
Cited by 12 | Viewed by 1635
Abstract
The achievement of the Sustainable Development Goals (SDGs) in the coming years is a very important milestone for the sustainability of the planet. In order to achieve these objectives, it is essential that current students, who will be the workers of the future, [...] Read more.
The achievement of the Sustainable Development Goals (SDGs) in the coming years is a very important milestone for the sustainability of the planet. In order to achieve these objectives, it is essential that current students, who will be the workers of the future, know the SDGs and are aware of their importance. Therefore, it is necessary to know what is the knowledge and awareness that current students have and their perception regarding the relationship of their future profession with the achievement of the SDGs. In this way, actions can be proposed and implemented that can improve students’ perception and knowledge of the SDGs. This paper presents an investigation that identifies the knowledge and awareness that university students have about the SDGs and the opinion they have regarding how their professional practice can help achieve them. This research is carried out by analyzing the opinion of students of various degrees and master’s degrees from a Spanish University. Based on this, a series of teaching–learning activities are proposed that are capable of improving the degree of knowledge and awareness of the students, as well as the perception that they may have of how their profession can help achieve the SDGs. Full article
(This article belongs to the Special Issue Using the Sustainable Development Goals for Citizenship Education: Challenges and Opportunities)
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15 pages, 2488 KiB  
Article
Key Competences for Sustainability: Technical Project Supported by Ecodesign of Educational Spaces to Achieve SDGs
by Fernando Lozano Rivas, Francisco Del Cerro Velázquez and Ginés Morales Méndez
Sustainability 2023, 15(5), 3959; https://doi.org/10.3390/su15053959 - 22 Feb 2023
Cited by 1 | Viewed by 1387
Abstract
This research presents the development of a sustainable technical project developed by a group of 1st year baccalaureate students in the subject of technical drawing. This project is developed within the methodological framework established by UNESCO in 2017, which describes the key competences [...] Read more.
This research presents the development of a sustainable technical project developed by a group of 1st year baccalaureate students in the subject of technical drawing. This project is developed within the methodological framework established by UNESCO in 2017, which describes the key competences for sustainability. Through the project method applied to the teaching–learning process, students achieved subject-specific competences and five key competences for sustainability, as well as a high level of ownership of sustainability knowledge. In each of the phases, the participants used ecodesign to design an educational space that complies with the three areas of sustainability: environmental, social, and economic. To do this, they used technical tools and ICT programmes and computer aided design, which have improved their digital competence. At the end of the experience, the participants elaborated a questionnaire on the degree of appropriation of knowledge in the field of sustainability. The results show an acquisition of competence in sustainability by the students, an improvement of responsible creativity, as well as a good level of appropriation of knowledge in the field of sustainability. Full article
(This article belongs to the Special Issue Using the Sustainable Development Goals for Citizenship Education: Challenges and Opportunities)
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11 pages, 822 KiB  
Article
Impact of Citizens’ Personal Values, Knowledge, Awareness, Informing, Advertising, and Truth of Environmental and Climate Challenges in Support of the Sustainable Development Goals
by Sabina Krsnik, Karmen Erjavec and Marija Klopčič
Sustainability 2022, 14(12), 7333; https://doi.org/10.3390/su14127333 - 15 Jun 2022
Cited by 3 | Viewed by 1656
Abstract
In order to raise citizens’ awareness of the Sustainable Development Goals (SDGs) and to develop an effective communication campaign on the SDGs, it is crucial to know citizens’ values, their awareness and knowledge of the SDGs, as well as how they receive information [...] Read more.
In order to raise citizens’ awareness of the Sustainable Development Goals (SDGs) and to develop an effective communication campaign on the SDGs, it is crucial to know citizens’ values, their awareness and knowledge of the SDGs, as well as how they receive information on sustainability. As no previous study has addressed this issue, this study aimed to fill a research gap and find out how demographic variables, personal values, awareness of sustainability challenges, information, and advertising influence citizens’ support for the SDGs. An online survey was conducted with representative Slovenian citizens (N = 502). The results showed that Slovenian citizens know little about sustainability issues and the SDGs. The greater the personal values, awareness of sustainability issues, higher education, efficient information, and trust in advertising, the greater the public support for the SDGs. To gain citizen support for the SDGs, it is important to plan a systematic communication campaign and government-led communication about the SDGs in the media. This includes information on sustainability issues, presentation of the environmental friendliness of a product/service, potential positive actions, and potential negative consequences. Full article
(This article belongs to the Special Issue Using the Sustainable Development Goals for Citizenship Education: Challenges and Opportunities)
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20 pages, 1383 KiB  
Article
Promoting Global Citizenship Education (GCED) in the Sultanate of Oman: An Analysis of National Policies
by Khalaf Marhoun Al’Abri, Abdullah Khamis Ambusaidi and Badriya Rashid Alhadi
Sustainability 2022, 14(12), 7140; https://doi.org/10.3390/su14127140 - 10 Jun 2022
Cited by 5 | Viewed by 4372
Abstract
Global citizenship has recently attracted significant attention from nations for its importance in sustainable development. This study explores the extent of the adoption of global citizenship concepts and principles in Omani education by analyzing the reality of including global citizenship concepts in national [...] Read more.
Global citizenship has recently attracted significant attention from nations for its importance in sustainable development. This study explores the extent of the adoption of global citizenship concepts and principles in Omani education by analyzing the reality of including global citizenship concepts in national policies in Oman. Qualitative Document Analysis (QDA) was used in order to establish the support force in achieving the main requirements of GCED in three Omani national policies: Education Philosophy, the Basic Law of the State, and Oman Vision 2040. The results reveal that the Education Philosophy is one of the most comprehensive documents on concepts, principles, and requirements. Additionally, sustainable development issues are among the key principles contained in the analyzed national documents. These are followed by principles of ecological balance, scientific thinking, and technology, with significant interest in other principles as well. Full article
(This article belongs to the Special Issue Using the Sustainable Development Goals for Citizenship Education: Challenges and Opportunities)
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14 pages, 1130 KiB  
Article
Preparing Vulnerable Populations for Science Literacy and Young Adults for Global Citizenship through Service Learning
by Ana Isabel Muñoz-Alcón, Víctor Tejedor-Hernández and María Begoña Lafuente-Nafría
Sustainability 2022, 14(11), 6775; https://doi.org/10.3390/su14116775 - 1 Jun 2022
Cited by 1 | Viewed by 1460
Abstract
The establishment of links between the University and the community in which it is embedded is a permanent challenge. Exploring new ways to open university doors to vulnerable populations is a means of developing young adults’ civic responsibility and global citizenship. This relationship [...] Read more.
The establishment of links between the University and the community in which it is embedded is a permanent challenge. Exploring new ways to open university doors to vulnerable populations is a means of developing young adults’ civic responsibility and global citizenship. This relationship of enrichment and mutual benefit does not only crystallize through the transfer of knowledge but also through service. When, within the community, this service is aimed at students with specific needs of educational support (SNES), we enter fully into the field of inclusive education, developing competencies and reaching sustainable development goals, which go far beyond those of mere knowledge-sharing. This paper presents service-learning (SL) projects carried out in English class by undergraduate Engineering and Education students at a Special Education Center for adults. The main goal was to develop a basic linguistic competence in English so that SNES students could understand science texts and technological instructions to handle ICTs with some autonomy. Face-to-face versus online modality use, forced by the pandemic, are contrasted and results are compared over a three-year period. University students’ perceptions on how this pedagogical approach of service learning contributes to their personal growth and consolidation of global citizenship are presented. Full article
(This article belongs to the Special Issue Using the Sustainable Development Goals for Citizenship Education: Challenges and Opportunities)
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15 pages, 253 KiB  
Article
University as a Site to Learn Citizenship from the Perspectives of Students in the UK
by Jinyu Yang and Gary Kinchin
Sustainability 2022, 14(3), 1939; https://doi.org/10.3390/su14031939 - 8 Feb 2022
Cited by 1 | Viewed by 2394
Abstract
The role of universities in preparing students to be active citizens within civil society has gained increasing attention. However, only limited research has been conducted on students’ views of universities as sites to learn representative democracy. To address the research gap, this article [...] Read more.
The role of universities in preparing students to be active citizens within civil society has gained increasing attention. However, only limited research has been conducted on students’ views of universities as sites to learn representative democracy. To address the research gap, this article conducts eight semi-structured interviews with staff, student leaders and students without any positions in a case university. The students are undergraduate and post-graduate from different academic majors. Community of practice theory is employed to help understand students’ views of their experiences of representative democracy at the university. After analysing the interview data, the article finds that student leaders regard their role as mainly representing students and that all students in the study realise the importance of such democratic representation through participation. Importantly, through participation in representative democracy, students, especially student leaders, gain knowledge and skills on voting and elections. Interestingly, students’ sense of belonging is a result of participation in student union, society and club activities, which very likely includes voting and engagement with elections. Learning and belongingness are likely to make students participate more in future democratic representation activities. Although students give credit to the university’s role in promoting representative democracy, there are challenges. Specifically, the university is supposed to promote more participation in voting and elections for first-year students, and there is also concern that the short-term nature of positions in the student union may not allow real changes to be made. The findings shed some light on how students learn representative democracy in universities in neoliberal countries. Full article
(This article belongs to the Special Issue Using the Sustainable Development Goals for Citizenship Education: Challenges and Opportunities)
13 pages, 510 KiB  
Article
Exploring the Fiscal Responsibility through Active Citizenship for Governance Quality
by Elena Cigu, Ana-Maria Bercu, Mihaela Tofan and Silviu Mihail Tiță
Sustainability 2022, 14(1), 145; https://doi.org/10.3390/su14010145 - 23 Dec 2021
Viewed by 2564
Abstract
Active citizenship emphasizes the importance of understanding its added value to fiscal responsibility and governance quality for economic and sustainable growth. Firstly, the paper aims to review issues in the literature pertinent to the debate on the role and the characterization of active [...] Read more.
Active citizenship emphasizes the importance of understanding its added value to fiscal responsibility and governance quality for economic and sustainable growth. Firstly, the paper aims to review issues in the literature pertinent to the debate on the role and the characterization of active citizenship. Secondly, using a linear regression model, we provide new evidence on the relationship between active citizenship, on the one hand, and fiscal responsibility, government quality, and economic growth, on the other hand, for the 27 European Union countries, over the period from 2006 to 2019. Our results highlight that active citizenship determines a more responsible and efficient activity of government based on fiscal responsibility, contributing to economic growth and sustainable development. Full article
(This article belongs to the Special Issue Using the Sustainable Development Goals for Citizenship Education: Challenges and Opportunities)
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