Education for Sustainable Development: Fostering the New Generations to Build a Sustainable Society
A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".
Deadline for manuscript submissions: closed (30 June 2023) | Viewed by 22530
Special Issue Editors
Interests: education for sustainable development; global citizenship; access to education and learning; education in emergencies; social justice and education; cultural diversity in education; childhood studies; teaching and learning; continuous professional development; effective professional practice; social science research methods; action research and reflective practice; development management; systems thinking
Interests: education for sustainable development; global citizenship; teacher education; STEM education; science education; science teacher education; critical thinking in STEM; collaborative action research; reflective practice; education for social justice; ecological systems theory; socio-cultural theories
Special Issue Information
Education has long been understood as contributing to the development of human potential as well as social growth (Dewey 1899). It has also been seen as a basic human right and as an integral part of access to political power and participation for women and men (Haq 1997; Torres 1990) and as a process of societal development. The social purposes of education are expressed and achieved through the dialogic development of individuals’ behaviour in interaction with ecological systems, and thus, educating future generations is becoming oriented towards the construction and maintenance of a sustainable future. Since the UN Decade of Education for Sustainable Development (2005–2014), significant efforts have been made in many countries to embed evidence-based learning in relation to sustainability in the curriculum in formal, nonformal and informal education. Sustainable development means ‘development that meets the needs of the present without compromising the ability of future generation to meet their needs’ (WCED 1987: 43). As ‘human beings are at the centre for concern for sustainable development’ (UNCED 1992: Principle 1), the centrality of education in contributing to sustainable development is clear. In the context of serious questions about sustainability of development processes, education should contribute to the competence of individuals to participate in and construct a sustainable way of life. However, the link between education and development works in the other direction as well, so that unsustainable development is associated with weaker education for sustainability, with consequences for individual development. More urgently than ever, evidence based on recent educational research is required to support informed decision-making in educational policy and practice, towards educating new generations of global citizens with the deep understanding of the interconnectedness and interdependence of human societies and dealing with sustainability in every sphere of life. In terms of practice, research is needed on how curriculum and assessment can be enhanced and what pedagogical approaches should be incorporated in different levels of education. In terms of policy, sustainable development should be at the heart of the debate in relation to the purposes of education and development. The goal of this Special Issue is to contribute to this developmental debate by presenting findings from recent educational research from diverse contexts in order to stimulate policy, practice and innovation for fostering education for sustainable development, especially how educational institutions of all kinds can take up modes of action which facilitate action for sustainability in local and global policy and practice.
Dear Colleagues,
Education for Sustainable Development (ESD) is a key concept to understand planet Earth, global warming, environmental degradation, disaster and livelihood destruction, and above all the vulnerability of our future generations. ESD is vital for training and preparing our next generations to adapt to the current situation, take care of the planetary health as our shared responsibility, and innovate towareds green policy and practice. To facilitate this process, critical investigations of current policy and practice in ESD are not only essential, they must be effectively showcased for policy-makers and practitioners.
In this context, this Special Issue aims to bring together academics and scholars from different parts of the world to present their research on how to better prepare our new generations through education for sustainable development for a sustainable society. As one of the contemporary issues in the fields of education and development, ESD has received a great deal of attention from policymakers, development workers, and educators to overcome the challenge of educating new generations and contributing to a sustainable world for the generations to come.
In this Special Issue, original research articles, reviews, and discussion papers are welcome. Research areas may include (but are not limited to) the following:
- Conceptual and Theoretical Understanding of Education for Sustainable Development
- Citizenship Education and Sustainability
- Community-based Approacehes to Education for Sustainability
- Climate Change Mitigation and Adaptation in School Curriculum
- Education for Sustainability and Sustainable Development Goals
- Pedagogical Approaches for Education for Sustainable Development
- Postcolonial Critics and Education for Sustainable Development
- Corporal Social Responisbily and Education for Sustainable Development
- Agenda 21 and Sustainable Development Practice in Edcuational Institutions
- Whole School Approaches to Education for Sustainable Development
- Circular Economy and Education
- Green Enterpreneurship and Education
- Sustainable Consumption and Education
- Lifelong Learning and Education for Sustainability
- Case Studies of Education for Sustainable Development
Dr. M. Mahruf C. Shohel
Dr. Andrew John Howes
Guest Editors
Manuscript Submission Information
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Keywords
education
sustainable development
sustainability
global warming
climate change
mitigation
adaptation
curriculum
biodiversity
environmental digradation
disaster
pedagogical approaches
andagogical approaches
teaching and learning
livelihood
lifestyle
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