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Education for Sustainable Development: Different Routes, Similar Targets

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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 January 2022) | Viewed by 29824

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Special Issue Editor

Prof. Dr. Paul Pace

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Guest Editor

Centre for Environmental Education & Research, University of Malta, MSD 2080 Msida, Malta
Interests: education for sustainable development; environmental education; science (biology) education; teacher education; curriculum development

Special Issue Information

Dear Colleagues,

Heralding a radical change in the way education, raising of public awareness, and training are perceived, the implementation of Education for Sustainable Development (ESD) has been identified, over the years and in various fora, as an indispensable cross-cutting issue to achieve sustainability at various levels. However, there is quite an evident discrepancy between the centrality given to ESD in policy documents and its place in the priority list of policymakers; between the funds awarded to technocratic solutions and those allotted to ESD; and between the amount of energy invested in its implementation and the number of tangible initiatives that are in line with the basic underlying principles of ESD. Although significant progress has been reported following the UN Decade of ESD, there are still challenges in the formal, non-formal, and informal sectors that need to be addressed to usher the necessary changes conducive to sustainability, such as the following: reductionist views and treatment of sustainable development issues; the shortage of trained staff that design and action-oriented programs; and the lack of whole-institution approaches.

This Special Issue of Sustainability is seeking papers that report on ESD initiatives targeting various audiences aimed at reorienting behaviors and decision-making towards sustainable development. The Special Issue will provide tangible success stories of ESD implementation in different contexts and thus provide valuable insights to researchers, educators, and policymakers committed to ESD. Although papers focusing on innovative and transformative initiatives within formal education institutions will be considered, preference will be given to papers exploring ESD within non-formal and informal contexts.

Prof. Dr. Paul Pace
Guest Editor

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

education for sustainable development
transformative pedagogies
staff training programs
youth empowerment
whole institution approach
community-directed programs
policy development
corporate social responsibility

Published Papers (7 papers)

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Research

21 pages, 2298 KiB

Open AccessArticle

Justice, What a Dream!—Mapping Intersections of Sustainability and Inclusion

by Juliana Heigl, Matthias Müller, Nicole Gotling and Michelle Proyer

Sustainability 2022, 14(9), 5636; https://doi.org/10.3390/su14095636 - 7 May 2022

Viewed by 1742

Abstract

This paper takes on the important concepts of inclusion and sustainability, in both their broad and discursive understandings, to map out the interrelations that teachers, who work within different areas of the Austrian school system, make between different, key aspects of their work and organization. The complex intersections of school organization, sustainability, and inclusion were analyzed following a situational analysis approach that made use of different types of mapping (e.g., messy, situational, positional) of data gathered from semi-structured interviews with a teacher-training student and teachers positioned across the Austrian school system, some of whom with experience in classrooms with, for example, refugee, d/Deaf, and neurodivergent students. The findings from these data display ways of being oriented towards sustainable and responsible as well as inclusive engagement, especially within educational spheres. By and large, what emerged from the data was the clear result that school organization as a whole plays one of the biggest roles in determining whether or not non-mandatory subjects such as “sustainability” are given space and time in the classroom. Therefore, if we want to promote topics on sustainability and a focus on climate justice in education, efforts need to be made to bring these topics into the official curriculum. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Different Routes, Similar Targets)

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14 pages, 287 KiB

Open AccessArticle

Education for Sustainable Development in Educating Cities: Towards a Transformative Approach from Informal and Non-Formal Education

by Miquel Àngel Essomba, Pilar Lleonart, Laura Alfonso and Hye Bin

Sustainability 2022, 14(7), 4005; https://doi.org/10.3390/su14074005 - 28 Mar 2022

Cited by 4 | Viewed by 2731

Abstract

This paper summarizes the main findings of research on education for sustainable development (ESD) at the international level. The context of the research regards educating cities, or local administrations committed to education through all their policies with the purpose of transforming their territories through a human rights approach. The research’s goal is to explore to what extent educating cities are capable of coping with the three ESD challenges faced today: the gap between policy and practice, the lack of a transformative approach and the hegemony of formal education. To do so, we selected three educating cities with an important background on ESD—Barcelona, Changwon and Rosario—and we implemented a case study method. A detailed analysis of all the data obtained reveals that educating cities are suitable frameworks to overcome the current ESD challenges. Their ESD initiatives count on a significant impact on citizenship, by promoting interdisciplinary, intersectorial and participatory processes mainly in informal education settings. Further research needs to be developed in order to draw a broader analysis. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Different Routes, Similar Targets)

27 pages, 1415 KiB

Open AccessEditor’s ChoiceArticle

Youth Empowerment for Sustainable Development: Exploring Ecosocial Work Discourses

by Elvi Chang, Stefan Sjöberg, Päivi Turunen and Komalsingh Rambaree

Sustainability 2022, 14(6), 3426; https://doi.org/10.3390/su14063426 - 15 Mar 2022

Cited by 5 | Viewed by 10440

Abstract

Youth empowerment within the context of sustainable development (SD) is starting to gain more attention within social work, both internationally and in Sweden. SD, as an integrated set of global goals in tackling social, economic, and ecological challenges, is a vital concept in social work. Protecting people and the natural environment can be considered the fullest realization of the person-in-environment, a foundation upon which the social work profession is built. The ecosocial perspective is widely discussed in terms of societal transformation in harmony with nature. Within this context, this article explores ecosocial work discourses in youth empowerment. Data were gathered through 20 qualitative semi-structured interviews with key representatives of youth organizations from Gävle municipality, Sweden, and analyzed using ATLAS.ti v.9.0. The main findings are discussed within the framework of ecosocial work, youth empowerment, and a Foucauldian perspective on discourse, power, and knowledge. The results indicate the need for an ecosocial youth empowerment, calling for increased knowledge of both youth empowerment through SD and ecosocial work for those working with/for youth connected to social work practice. The results highlight the importance of an ecosocial youth empowerment on a more structural and collective level. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Different Routes, Similar Targets)

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18 pages, 12300 KiB

Open AccessArticle

Web GIS for Sustainable Education: Towards Natural Disaster Education for High School Students

by Jiaqi Li, Haoming Xia, Yaochen Qin, Pinde Fu, Xuan Guo, Rumeng Li and Xiaoyang Zhao

Sustainability 2022, 14(5), 2694; https://doi.org/10.3390/su14052694 - 25 Feb 2022

Cited by 15 | Viewed by 3847

Abstract

The rapid development of the web geographic information system (Web GIS) has promoted new vitality in high school geography education, relieved the stress of geography teachers caused by software and technical problems, and made it possible for teachers to devote more energy to geography teaching and research activities. Natural disaster education is not only an important part of the geography curriculum, but also an indispensable aspect of education for sustainable development (ESD) for high school students. The application of Web GIS in the dynamic monitoring, forecast, and early warning of natural disasters is becoming more experienced. Therefore, the application of Web GIS in natural disaster education is quite feasible. How to build a bridge between them is the purpose of this paper. Thus, the paper selects ArcGIS Online, which is not limited by time and space, and analyzes several functions that apply it to geography teaching. These include smart mapping, story maps, 3D web maps, and mobile GIS. Meanwhile, it analyzes the knowledge structure of “natural disasters” in Chinese geography textbooks to guide the subsequent case design. Then, the Web GIS inquiry-based teaching case is formed based on “7.20 Zhengzhou Torrential Rain”. It contains knowledge about natural disasters and designs from many aspects, such as the causes, manifestations, and prevention and control of disasters. The discussion identifies a range of specific educational benefits of applying Web GIS to natural disaster education for teachers and schools. Ultimately, it can provide some reference values for geography teachers and other developers to explore curriculum resources and create quality educational models. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Different Routes, Similar Targets)

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14 pages, 986 KiB

Open AccessArticle

Education for Sustainable Development: Impact and Blind Spots within Different Routes in Austrian Teacher Education

by Ulrich Hobusch and Dominik Emanuel Froehlich

Sustainability 2021, 13(21), 11585; https://doi.org/10.3390/su132111585 - 20 Oct 2021

Cited by 7 | Viewed by 2421

Abstract

Education for sustainable development (ESD) is increasingly being perceived as the educational paradigm of our time. Here, teachers act as multipliers in the dissemination of that new paradigm into practice. The question arises, however, as to how far teachers themselves are exposed to ESD issues in their initial teacher training and education. In this exploratory, mixed-methods study, we investigate the exposure of students to ESD-related topics in different routes of teacher education in Austria. We do so by means of a quantitative survey instrument, which was specifically developed for this investigation in a qualitative pre-study. Within the investigated routes we note different distributions of ESD-related topics. These findings serve as a starting point for deeper analyses, as well as an impetus to question existing curricula in different teacher education routes with regard to different ESD-related topics. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Different Routes, Similar Targets)

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14 pages, 247 KiB

Open AccessArticle

Advancing Environmental Education for Sustainable Development in Higher Education in Nigeria: Current Challenges and Future Directions

by Afe Babalola and Damilola S. Olawuyi

Sustainability 2021, 13(19), 10808; https://doi.org/10.3390/su131910808 - 29 Sep 2021

Cited by 9 | Viewed by 3770

Abstract

The important roles of environmental education (EE) as a tool for advancing the United Nations Sustainable Development Goals (SDGs) have been clearly identified in national policy visions and guidelines in Nigeria. Despite this increasing recognition however, the implementation and delivery of EE programs remain adversely impacted by a wide range of practical implementation challenges. While a number of existing studies have compiled the importance of EE for advancing the SDGs, a detailed examination of the law and governance challenges that limit the implementation of EE programs in Nigeria has remained absent. This article fills a gap in this regard. Various legal and institutional challenges that arise with the design and implementation of EE programs in Nigeria are examined in order to identify the ways in which an integrative governance framework on EE can help close these gaps. The study suggests that an elaboration of coherent national strategy on EE; a dedicated budgetary allocation for EE programs; reform of the existing laws to ensure coherent implementation of EE programs; and the designation of focal EE units at higher education institution are significant steps towards improving the development and implementation of EE programs in Nigeria. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Different Routes, Similar Targets)

21 pages, 1626 KiB

Open AccessArticle

Does GATS’ Influence on Private University Sector’s Growth Ensure ESD or Develop City ‘Sustainability Crisis’—Policy Framework to Respond COP21

by Gazi Mahabubul Alam, Samsilah Roslan, Abul Quasem Al-Amin and Walter Leal Filho

Sustainability 2021, 13(8), 4520; https://doi.org/10.3390/su13084520 - 19 Apr 2021

Cited by 13 | Viewed by 2452

Abstract

The conventions and ratifications made by the United Nations (UN) have a long history. They were well respected for their ability to unite the world’s countries on some issues. The paradigm transformation of UN ratifications to combine both business models and social justice has received both positive and negative responses. While adherents argue that such a transformation is fundamental to boost economic development, opponents assert that the ‘so-called paradigm transformation’ has benefited the West by victimising the East, which has essentially complicated the global ‘sustainability crisis’. This also hinders executing the ESD (education for sustainable development) concept, especially in developing countries. The concept of ‘sustainable development’ is now the main agenda item of UN conventions. COP21 (United Nations Climate Change Conference in 2015, otherwise known as the 21st Conference of the Parties), is an example of the UN’s seriousness in addressing the ‘global sustainability crisis’. GATT and GATS are the international policies that are, respectively, the ‘causer’ and ‘developer’ of the private university sector in emerging market economies. Critics claim that this expanding sector generates an urban sustainability crisis. This study examined the effect of private universities’ expansion on urban sustainability, using a qualitative method for assessing primary and secondary data. The indices for night light intensity, heat and greenery served as the essential parameters to calculate the sustainability crisis. Results indicate that while the greenery index has fallen significantly, night light and heat indices have unexpectedly increased, which correlate with the development and expansion of the private university sector. To respond to COP21, a ‘carbon neutrality’ policy framework for the sector is suggested in an effort to control the sustainability crisis. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Different Routes, Similar Targets)

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