Special Issue "Pedagogy for Education for Sustainability (EfS) in Higher Education (HE)"
A special issue of Sustainability (ISSN 2071-1050).
Deadline for manuscript submissions: closed (30 August 2013)
Dr. Ian Thomas
School of Global Studies, Social Science and Planning, RMIT University, GPO Box 2476, Melbourne, 3001, Australia
Interests: Education for Sustainability; environment careers; environment policy; environment management; organisational change
Education for Sustainability (EfS) and Education for Sustainable Development (ESD) have been under discussion for some two decades. Yet how this education can be effectively delivered to learners has been less well canvassed. This is especially the situation when considering EfS/ESD in Higher Education Institutions (HEI). Yet HEIs have the task of preparing graduates for professional employment, where they will be expected to apply their learning. As a consequence, the connections between the relevant theories and knowledge associated with EfS/ESD and their practical application are critical. Similarly, culture and praxis of a discipline are important as they will influence the way that the learning experiences are developed. Equally the competencies (or capabilities, skills) expected of graduates, by both the HEI and employers, will have a direct bearing on both the content of learning experiences and how they are presented to students. The role of values, and the role of the learner in assisting the goals of EfS/ESD are also considerations in the development of curriculum. More broadly all these considerations, and many others, are critical to the development of a science of teaching and learning for EfS/ESD. While we have seen examples of discussion of the content and direction of EfS/ESD in HEIs, discussion of the pedagogy of EfS/ESD is less evident.
This special issue seeks contributions from scholars and practitioners whose theoretical or practical works examine issues associated with the development and delivery of curriculum, to contribute to the emerging discussion around the pedagogy for EfS/ESD in HEIs.
Dr. Ian Thomas
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. Papers will be published continuously (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as 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 refereed through a 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 monthly journal published by MDPI.
- Education for Sustainability
- Education for Sustainable Development
- Higher Education Institutions
- universities, learning and teaching
Sustainability 2014, 6(4), 1705-1708; doi:10.3390/su6041705
Received: 20 March 2014; Accepted: 21 March 2014 / Published: 2 April 2014| PDF Full-text (399 KB) | HTML Full-text | XML Full-text
Sustainability 2014, 6(2), 474-486; doi:10.3390/su6020474
Received: 6 November 2013; in revised form: 10 January 2014 / Accepted: 10 January 2014 / Published: 23 January 2014| Cited by 1 | PDF Full-text (1217 KB) | HTML Full-text | XML Full-text
Article: Transformative Learning for a Sustainable Future: An Exploration of Pedagogies for Change at an Alternative College
Sustainability 2013, 5(12), 5347-5372; doi:10.3390/su5125347
Received: 9 September 2013; in revised form: 16 November 2013 / Accepted: 25 November 2013 / Published: 12 December 2013| Cited by 1 | PDF Full-text (706 KB) | HTML Full-text | XML Full-text
Article: Developing Engineering Students’ Understanding of Sustainability Using Project Based Learning
Sustainability 2013, 5(12), 5052-5066; doi:10.3390/su5125052
Received: 18 September 2013; in revised form: 18 November 2013 / Accepted: 21 November 2013 / Published: 28 November 2013| Cited by 1 | PDF Full-text (704 KB) | HTML Full-text | XML Full-text
Article: Teachers’ Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development
Sustainability 2013, 5(12), 5067-5080; doi:10.3390/su5125067
Received: 27 September 2013; in revised form: 19 November 2013 / Accepted: 20 November 2013 / Published: 28 November 2013| Cited by 1 | PDF Full-text (770 KB) | HTML Full-text | XML Full-text
Article: The Role of Transacademic Interface Managers in Transformational Sustainability Research and Education
Sustainability 2013, 5(11), 4614-4636; doi:10.3390/su5114614
Received: 16 September 2013; in revised form: 22 October 2013 / Accepted: 23 October 2013 / Published: 30 October 2013| Cited by 1 | PDF Full-text (682 KB) | HTML Full-text | XML Full-text
Article: Pedagogies to Achieve Sustainability Learning Outcomes in Civil and Environmental Engineering Students
Sustainability 2013, 5(10), 4479-4501; doi:10.3390/su5104479
Received: 1 September 2013; in revised form: 1 October 2013 / Accepted: 9 October 2013 / Published: 21 October 2013| Cited by 2 | PDF Full-text (829 KB) | HTML Full-text | XML Full-text
Sustainability 2013, 5(6), 2609-2622; doi:10.3390/su5062609
Received: 6 May 2013; in revised form: 4 June 2013 / Accepted: 5 June 2013 / Published: 13 June 2013| Cited by 1 | PDF Full-text (643 KB) | HTML Full-text | XML Full-text
Last update: 10 April 2013