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Open AccessArticle

A Comparative Study of Curriculums for Education for Sustainable Development (ESD) in Sweden and Japan

1
Department of Education, Stockholm University, S-106 91 Stockholm, Sweden
2
Center for Advanced School Education and Evidence-based Research, Graduate School of Education, The University of Tokyo, 7-3-1 Hongo, Bunkyo-ku, Tokyo 113-8654, Japan
3
Faculty of Education, Kochi University, Akebonocho, Kochi city 780-8520, Japan
4
Graduate School of Education, The University of Tokyo, 7-3-1 Hongo, Bunkyo-ku, Tokyo 113-8654, Japan
*
Author to whom correspondence should be addressed.
Sustainability 2020, 12(3), 1123; https://doi.org/10.3390/su12031123
Received: 30 December 2019 / Revised: 23 January 2020 / Accepted: 30 January 2020 / Published: 5 February 2020
(This article belongs to the Special Issue Educational Policy for Sustainable Development)
This study examined the curriculums and implementation of Education for Sustainable Development (ESD) in upper secondary schools in Japan and Sweden and examined and compared the policies and cases of ESD practice. The comparison showed that ESD is present in the national curriculums of both countries, but is emphasized differently. In Sweden, it is more a matter of mentioning ESD as part of the principles that guide education, while in Japan, the integration of ESD into the subject syllabus is emphasized. The schools visited strove to implement ESD in their work. ESD is not an exclusive approach in addition to other school activities, but rather a central part of the schools´ work. Many issues are included under the umbrella of ESD, not only environmental issues. International contacts are one of the most important elements of the work, but this does not exclude local engagement. In fact, the schools have established impressive networks. Project work is an important approach in supporting students’ learning about sustainable development. A prerequisite for the successful work of the schools, which all have a certain reputation in the field of ESD, is the dedication of the teachers and the equally dedicated principals who support the work. View Full-Text
Keywords: sustainable development; education; comparison; Sweden; Japan; schools sustainable development; education; comparison; Sweden; Japan; schools
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MDPI and ACS Style

Fredriksson, U.; N. Kusanagi, K.; Gougoulakis, P.; Matsuda, Y.; Kitamura, Y. A Comparative Study of Curriculums for Education for Sustainable Development (ESD) in Sweden and Japan. Sustainability 2020, 12, 1123. https://doi.org/10.3390/su12031123

AMA Style

Fredriksson U, N. Kusanagi K, Gougoulakis P, Matsuda Y, Kitamura Y. A Comparative Study of Curriculums for Education for Sustainable Development (ESD) in Sweden and Japan. Sustainability. 2020; 12(3):1123. https://doi.org/10.3390/su12031123

Chicago/Turabian Style

Fredriksson, Ulf; N. Kusanagi, Kanako; Gougoulakis, Petros; Matsuda, Yaka; Kitamura, Yuto. 2020. "A Comparative Study of Curriculums for Education for Sustainable Development (ESD) in Sweden and Japan" Sustainability 12, no. 3: 1123. https://doi.org/10.3390/su12031123

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