Special Issue "Education for Sustainable Development: Different Routes, Similar Targets"

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: 31 January 2022.

Special Issue Editor

Prof. Dr. Paul Pace
E-Mail Website
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 papers will be 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 1900 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 (1 paper)

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Research

Article
Does GATS’ Influence on Private University Sector’s Growth Ensure ESD or Develop City ‘Sustainability Crisis’—Policy Framework to Respond COP21
Sustainability 2021, 13(8), 4520; https://doi.org/10.3390/su13084520 - 19 Apr 2021
Viewed by 466
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 [...] Read more.
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
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