Sustainable Education and Approaches
A section of Sustainability (ISSN 2071-1050).
Education in diverse forms and multiple contexts provides the means whereby each generation passes on its culture, discoveries, successes and failures to the next. Without inter-generational education, very little in a human context can be sustainable. Education is also important to formulate, challenge and disseminate ideas, knowledge, skills and values within communities, from young to not so young, and between communities, nations and continents. Education is identified as a key element of sustainability-focused strategies in many contexts and levels: signatories to the Talloires Declaration1 promise to “educate for environmentally responsible citizenship”; and Agenda 212 declares that education “is critical for achieving environmental and ethical awareness, values and attitudes, skills and behaviour consistent with sustainable development and for effective public participation in decision- making.” The critical role of education has been reconfirmed recently in the formulation of the Sustainable Development Goals3 and the Global Action Programme on Education for Sustainable Development4.
And yet, education also provides the means whereby societies can consolidate and perpetuate, or sustain, ways of knowing, being and doing that may nurture economies or individual societies or communities, but may not be sustainable in other respects. The concept of sustainability demands that we consider long time periods, environmental stability, and the needs of people in diverse places and of non-human inhabitants of the planet. A key challenge for this section is, therefore, to help scholarly communities distinguish between educational approaches that seek to sustain the ‘unsustainable’ from those that seek something else, whatever that may be. Research about, or to promote, high-quality education that does not challenge the status quo will not readily find a place within this section.
Accordingly, Section Editors for the section ‘Sustainable Education and Approaches’ are interested in scholarly research articles, conceptual articles, review articles and commentaries that link education to environmental, cultural, economic and social sustainability and sustainable development. The section ‘sustainable education and approaches’ welcomes the full range of scholarly communication indicated within the journal’s aims (http://www.mdpi.com/journal/sustainability/about). Also, in line with this journal’s policy of having no restriction on the overall length of the paper, Section Editors will expect academic communications to be concise, clear and readable. Authors are advised to make full use of ‘supplementary material’ in their submissions.
Prof. Dr. Kerry Shephard
1 Association of University Leaders for a Sustainable Future 1994, The Talloires Declaration 10 Point Action Plan. Accessed 15th December 2017 at http://ulsf.org/wp-content/uploads/2015/06/TD.pdf
2 United Nations Conference on Environment and Development (1992): Agenda 21. Rio Declaration on Environment and Development. Online at: "http://www.un.org/esa/sustdev/documents/agenda21/english/agenda21toc.htm".
3 United Nations Educational Scientific and Cultural Organization (UNESCO) (2017): Education for Sustainable Development Goals. Learning Objectives. Paris: UNESCO. Online at: http://unesdoc.unesco.org/images/0024/002474/247444e.pdf
4 United Nations Educational Scientific and Cultural Organization (UNESCO) (2014): Roadmap for Implementing the Global Action Programme on Education for Sustainable Development. UNESCO. Paris.
Following special issues within this section are currently open for submissions:
- A Holistic View of Sustainability Assessment in Higher Education: From Campus Operations to Curricula, Research and Outreach (Deadline: 30 September 2018)
- Communication and Education on Sustainable Architecture and Urbanism (Deadline: 30 September 2019)
- Competencies in Education for Sustainable Development (Deadline: 30 November 2018)
- Economics of Education and Sustainable Development (Deadline: 31 December 2018)
- Education and Globalization (Deadline: 30 November 2018)
- Education for Sustainable Consumption (Deadline: 31 January 2019)
- Education, Communication and Decision Making on Renewable and Sustainable Energy (Deadline: 30 September 2019)
- Engineering Education for Sustainability (Deadline: 1 October 2018)
- Ethics in Sustainability Education (Deadline: 30 September 2018)
- Higher Order Cognitive Skills (HOCS) in STES/STEM Education for Sustainability (Deadline: 28 March 2019)
- Integrating Sustainability into International Marketing Curricula (Deadline: 31 January 2019)
- Intercultural Education and Sustainability (Deadline: 31 March 2019)
- Interdisciplinary Synergies Between The Arts and STEM Education (Deadline: 30 June 2019)
- Intersection of Chemical Education & Sustainability (Deadline: 15 April 2019)
- Lifelong Learning, Food, and Sustainable Development (Deadline: 1 March 2019)
- Pedagogical Innovations for Sustainable Development (Deadline: 31 October 2018)
- Science Education Promoting Sustainability (Deadline: 30 September 2018)
- Social Network Analysis and Social Networks in Education for Sustainable Development (Deadline: 30 November 2018)
- South/North Perspectives on Global Learning for Sustainable Development (Deadline: 1 February 2019)
- STEM as Education for Sustainability (Deadline: 30 April 2019)
- Sustainability in Teacher Education (Deadline: 31 October 2019)
- Sustainable Entrepreneurship in Education (Deadline: 31 December 2018)
- Sustainable Learning and Change in Organisations (Deadline: 30 April 2019)
- Teacher Professional Development in ESD (Deadline: 31 December 2018)
- The Future of Education for Sustainable Development – Between the Power of Technology and the Need for Responsible Citizenship (Deadline: 28 February 2019)
- The Importance of Sociology of Education for a Sustainable Future (Deadline: 1 October 2018)