Search Results (103)

Addressing global challenges such as climate change and inequality requires convergence competencies that enable learners to devise sustainable solutions. Such competencies have been emphasized in Science, Technology, Engineering, Mathematics (STEM) fields, but empirical research and assessment tools tailored to Humanities, Arts, and Social Sciences (HASS) remain scarce. This study aimed to develop and validate a self-assessment tool to measure convergence competencies among HASS learners. A three-round Delphi survey with domain experts was conducted to evaluate and refine an initial pool of items. Items with insufficient content validity were revised or deleted, and all retained items achieved a Content Validity Ratio (CVR) of ≥0.800, with most scoring 1.000. The validated instrument was administered to 455 undergraduates participating in a convergence education program. Exploratory factor analysis identified five key dimensions: Convergent Commitment, Future Problem Awareness, Future Efficacy, Convergent Learning, and Multidisciplinary Inclusiveness, explaining 69.72% of the variance. Confirmatory factor analysis supported the model’s goodness-of-fit (χ² (160) = 378.786, RMSEA = 0.054, CFI = 0.952), and the instrument demonstrated high internal consistency (Cronbach’s α = 0.919). The results confirm that the tool is both reliable and valid for diagnosing convergence competencies in HASS contexts, providing a practical framework for interdisciplinary learning and reflective engagement toward sustainable futures. Full article

This paper presents a qualitative case study on the design, implementation, and validation of the Art Nouveau Path, a mobile augmented reality game developed to foster sustainability competences through engagement with Aveiro’s Art Nouveau built heritage. Grounded in the GreenComp framework and developed through a Design-Based Research approach, the game integrates location-based interaction, narrative storytelling, and multimodal augmented reality and multimedia content to activate key competences such as systems thinking, futures literacy, and sustainability-oriented action. The game was validated with 33 in-service schoolteachers, both through a simulation-based training workshop and a curricular review of the game. A mixed-methods strategy was used, combining structured questionnaires, open-ended reflections, and curricular review. The findings revealed strong emotional and motivational engagement, interdisciplinary relevance, and alignment with formal education goals. Teachers emphasized the game’s capacity to connect local identity with global sustainability challenges through immersive and reflective experiences. Limitations pointed to the need for enhanced pedagogical scaffolding, clearer integration into STEAM subjects, and broader accessibility across technological contexts. This study demonstrates that these games, when grounded in competence-based frameworks and inclusive design, can meaningfully support multimodal, situated learning for sustainability and offer valuable contributions to pedagogical innovation in Education for Sustainable Development. Full article

This study explores the potential of mobile augmented reality games (MARGs) in promoting sustainability competencies within the context of a smart learning city environment. Anchored in the EduCITY project, which integrates location-based AR-enhanced games into an interactive mobile app, the research investigates how these tools support Education for Sustainable Development (ESD). Employing a mixed-methods approach, data were collected through the GreenComp-based Questionnaire (GCQuest) and anonymous gameplay logs generated by the app. Thematic analysis of 358 responses revealed four key learning domains: ‘cultural awareness’, ‘environmental protection’, ‘sustainability awareness’, and ‘contextual knowledge’. Quantitative performance data from game logs highlighted substantial variation across games, with the highest performance found in those with more frequent AR integration and multiple iterative refinements. Participants engaging with AR-enhanced features (optional) outperformed others. This study provides empirical evidence for the use of MARGs to cultivate sustainability-related knowledge, skills, and attitudes, particularly when grounded in local realities and enhanced through thoughtful design. Beyond the EduCITY project, the study proposes a replicable model for assessing sustainability competencies, with implications for broader integration of AR across educational contexts in ESD. The paper concludes with a critical reflection on methodological limitations and suggests future directions, including adapting the GCQuest for use with younger learners in primary education. Full article

Critical thinking (CT) is widely recognised as a key competency in education for sustainable development (ESD). However, international research shows that many teachers feel unprepared to teach CT, especially within the ESD context. Despite its importance, few studies have explored how CT is actually practiced in ESD, particularly in primary and secondary education. This article presents a systematic literature review of 43 qualitative studies published between 1990 and 2021, following the PRISMA guidelines. This review aimed to (1) synthesise research on teachers’ understanding of CT in ESD and (2) identify teaching practices where CT is integrated into ESD. The findings reveal that the concept of CT is frequently used but is not clearly understood in the context of ESD. Most studies focused on critical rationality (skills), with fewer addressing critical character (dispositions), critical actions, critical virtue, critical consciousness, or critical pedagogy. This review highlights a need for broader engagement with these dimensions in order to foster ethically aware and responsible citizens. We argue for teaching approaches that involve students in interdisciplinary, real-world problems requiring not only critical reasoning but also action, reflection, and ethical judgment. Full article

This study integrates the 2017 United Nations ESD framework and UNESCO’s ESD priorities with the Sustainable Development Goal (SDG) of “quality education” and the CDIO (Conceive, Design, Implement, Operate) framework to propose an innovative programming teaching model. A central component is an automatic architecture diagram generation system that visualizes program code structures in real-time, reducing cognitive load and enhancing comprehension of abstract programming concepts such as recursion and data structures. Students complete a project-based assignment—developing a Scheme interpreter—to simulate real-world software development. This model emphasizes system thinking, modular design, and problem solving, aligning with CDIO’s structured learning progression. The experimental results show that students using the system significantly outperformed the control group in their final project scores, demonstrating improved practical programming ability. While cognitive load remained stable, learning motivation decreased slightly, indicating the need for additional affective design support. The findings confirm that the integration of visual learning tools and project-based pedagogy under the CDIO framework supports the development of critical competencies for sustainable development. This approach offers a transformative step forward in programming education, cultivating learners who are capable, innovative, and ready to meaningfully contribute to global sustainability. Full article

In the wake of intensifying global Extreme Climate Incidents (ECIs), which have particularly noticeable effects on indigenous populations, integrating value-driven education has become a global imperative. While Education for Sustainable Development (ESD) for SDG 13 climate action has been widely adopted in science and engineering curricula, language and culture programs remain underexplored as venues for transformative sustainability learning in Global Competence (GC). Learners in these fields often demonstrate critical literacy and global awareness, but lack the interdisciplinary tools and strategies to translate values into climate-conscious behavior. This study responds to this gap by incorporating virtual reality (VR) into a modified Global Competence Framework (GCF) in an experiment study within intercultural communication courses (N = 303, VR explorative group = 152, control group = 151). A mixed methodological approach was adopted by evaluating pretest–posttest quantitative data of ESD knowledge, attitudes, behaviors, and qualitative data of critical online reflection. The results demonstrate increase localized ESD knowledge in terms of climate, attitudes, and ecological behaviors in both groups in the lived experience of GCF, yet the VR explorative group showed a greater improvement in knowledge and behavior because of their visualization of the 3D rotation of rarely acquired scientific knowledge in monsoonal movement and the local indigenous village reconstruction after destruction. By localizing the Typhoon Morakot tragedy that devastated Shiaolin Village, the intervention provided a culturally specific and interactive context for ESD concepts, enabling interdisciplinary learners to experience climate injustice firsthand with value-based strategies while critically reflecting on global responsibility and sustainable action. Full article

To successfully implement Education for Sustainable Development (ESD) in schools, teachers require specific competences that enable them to integrate sustainability principles into their teaching. The development of these competences begins in the teachers’ training programs, yet existing research on ESD competences of pre-service teachers remains fragmented, employing various conceptualizations and methodological approaches. This literature study systematically analyzes the research landscape on ESD competences by reviewing empirical studies published between 2007 and May 2024. The study identifies trends, focal areas, and research gaps. The results indicate that most studies focus on knowledge and motivational aspects, whereas action competence is underrepresented. Furthermore, the field is characterized by a prevalence of cross-sectional studies and self-assessment methods, limiting insights into long-term competence development. These findings highlight the need for more interdisciplinary, longitudinal, and comparative research to establish a more comprehensive understanding of how ESD competences develop and how they can be effectively fostered in teacher education. This review contributes to the literature by providing a structured synthesis of existing studies and by outlining future research directions. Full article

In the context of climate change, the implementation of education for sustainable development (ESD) is of particular importance in schools. Developing key competencies, such as systems thinking to understand complex relationships, is essential in teaching students how to solve sustainability-related problems through ESD. Previous research has shown that using system models in the classroom can foster systems thinking. This study investigated the effects of using alternative system models with varying visualization of temporal developments in developing different facets of systems thinking based on a heuristic structural competence model. Overall, 293 elementary school students were assigned to one of four groups (a qualitative system model without time representation vs. a qualitative system model with time representation vs. a quantitative system model with time representation vs. the control group) and participated in a five-lesson classroom intervention in pre-post-test design. The results showed a large effect of fostering systems thinking in all experimental groups compared to the control group. The qualitative system models led to higher learning gains than the quantitative system model, especially with system modeling and solving complex problems, which requires higher systems thinking skills. The results were interpreted by referring to situational interest in interacting with the respective system model. Full article

This study examined the impact of a teacher training programme combining Education for Sustainable Development (ESD) and Mathematical Modelling (MM) on pre-service primary mathematics teachers’ (PSTs) understanding of sustainability and its integration into mathematics education. Using a mixed-methods approach, data were gathered through pre- and post-test questionnaires and qualitative reflections. The results showed a significant improvement in PSTs’ knowledge of sustainability after the training. Key themes included the development of mathematical modelling competence and an increased understanding of sustainability topics and the importance of critical thinking. Participants also emphasized the importance of lifelong learning, openness to change, and acquiring the necessary didactic skills for creating ESD–modelling tasks. Additionally, the study found that PSTs’ personal behaviours shifted toward sustainability, with a focus on responsible consumption, water conservation, and climate action, aligning with various Sustainable Development Goals (SDGs). The seminar addressed all 17 SDGs, however, in the post-test questionnaire, participants most frequently provided examples related to SDG 6 (Clean Water and Sanitation), SDG 12 (Responsible Consumption and Production), and SDG 13 (Climate Action). It recommended a stronger emphasis on interdisciplinary approaches, targeting underrepresented SDGs, and challenging existing beliefs that restrict sustainability integration in subjects like mathematics. Mathematical modelling activities were highlighted as a key tool for integrating sustainability concepts into mathematics lessons. Full article

Water, as the source of life, is a key element of environmental education. Geography education is strongly linked to the three pillars of sustainable development (SD). Firstly, this paper used the water-related standards of China’s national geography curriculum (GCSs) as the object of textual analysis. Two coders categorized the water-related GCSs, coding them with two distinct dimensions: geography core competencies and the SD literacy framework. Then, the coding results were analyzed by word frequency analysis to compare them with U.S. high school GCSs. Finally, the distribution of core competencies and the degree of SD literacy in China’s water-related GCSs were summarized and described. Finally, this study showed that China’s sustainable water education content is rich in content, yet fragmented. China’s water-related GCSs focus on the three dimensions of ESD, with an emphasis on the environmental dimension. GCSs in both countries emphasize human–Earth relations effectively. Full article

This study explores how higher education institutions (HEIs) can foster the relevance of education for sustainable development (ESD) and strategic human resource development for a holistic sustainability transformation. Sharing a case example, it discusses how sustainable and responsible research, development and innovation (RDI) competences can be recognised, described and acknowledged to support the contextualised application of ESD and human resource development in one HEI of the INVEST university alliance and its stakeholders. It compares education professionals’ and stakeholders’ views on current and future competence needs and investigates inter-organisational competence development practices. The methodology encompasses a qualitative and interpretive case study based on focus group interviews. The results on the current sustainable competences indicated that HEI and stakeholder respondents identified disciplinary competences as the most important competence cluster followed by systems-thinking, strategies-thinking and integration competences. Although HEIs and stakeholders jointly regard disciplinary competences as most critical for the future, they have considerably different perspectives on the megatrends influencing these needs and the overall spectrum of the required competences. This study provides methodological means for contextualising sustainability competences and enhancing stakeholder-informed competence development. The results may serve as a point of reference for aligning higher education curricula and human resource development with ESD for more sustainable higher education. Full article

The growing interest in innovative pedagogies within education for sustainable development (ESD) calls for a renewed set of pedagogical practices. In responding to this challenge, this article draws on backcasting, a future studies method, to support education for ESD competencies among youths. It presents the design, trial, and results of one intervention designed to test the method in the context of secondary education, employing design thinking as an overarching methodology. Using a qualitative descriptive-interpretative approach with a thematic analysis to examine empirical data obtained from participants’ perspectives, we present their future visions, how much they were involved in the intervention, what they liked the most and the least, their perceived purpose, ease and adequacy in duration. Our findings show that youths embrace active methodologies such as backcasting. Since the method was new to them, participants experienced difficulties when logically chaining the steps necessary to achieve a desired future from the present state. Nonetheless, the skills underpinning backcasting are relevant to sustainable development, as they involve considering our actions regarding medium- and long-term impacts. In the end, we propose backcasting as a poignant method in the context of secondary education that can promote the development of hypothetical and critical thinking skills central to ESD competencies. While offering a theoretical discussion, a workshop protocol, and future directions for pedagogical practice and investigation, our results apply to researchers, sustainability education professionals, and teachers alike. Full article

The argument made in this study is that sustainability is a system of beliefs that extends beyond policy and the classroom to transform actions and societies into pro-sustainable behaviours. Therefore, it is crucial to equip trainee teachers to embrace their role as catalysts for change in driving Sustainable development goals, sustainable thinking, systems thinking, wise consumption, sustainable competencies, and sustainable action in their daily lives. The lack of practice-led research on incorporating Education for Sustainable Development (ESD) into trainee teachers’ training programmes is noted in the literature. This qualitative practice-led research explored trainee mathematics and technology teachers’ (TMTTs) experiences learning about sustainability. Kolb’s experiential theory framed this study theoretically. The data were collated from twenty purposively selected TMTTs via semi-structured interviews and reflective diaries. All ethical protocols were observed. The analysis highlighted the core experiences TMTTs gained in learning about sustainability, transformative learning, design thinking, wise consumption, agency, and sustainable teaching strategies. Theoretically, the findings emphasise the importance of using an ESD perspective and experiential learning methods to integrate sustainability education into mathematics and technology teaching. The results suggest that when TMTTs are encouraged to actively engage with sustainability issues in their communities, informed decisions are made about their future roles as teachers, the teaching strategies they intend to use, and the type of learning they aim to foster in their learners. Full article

In light of mounting environmental concerns surrounding the overuse and accumulation of plastic waste, the United Nations (UN) has turned its attention towards sustainable materials and the Circular Economy (CE). Polymer recycling technologies have the potential to reduce the environmental impact and carbon footprint of plastic waste production, thereby contributing to the achievement of several Sustainable Development Goals (SDGs). In response to this challenge, students enrolled in the fourth year of secondary education, specializing in technology, during the 2021–2022 academic year, developed an open-source prototype that automatically transforms polyethylene terephthalate (PET) bottles into recycled rPET filament for 3D printing using an automated pultrusion model. In this working group, one of the students identified as gifted developed the pultrusion prototype using challenge-based learning and the project method (PM), which is now known as project-based learning. The resulting prototype has the capacity to transform PET bottles into rPET filament with mechanical properties comparable to those of commercial filaments, thereby enabling the manufacture of a wide range of products through 3D printing. It is not the intention of this work to create a commercial product. Rather, it is designed to promote social and sustainable entrepreneurship, CE, and the values of Education for Sustainable Development (ESD) through the recycling of polymers by means of 3D printing production. In addition, it seeks to develop the key competences for sustainability described in the methodological framework established by UNESCO in 2017. Full article

Global surveys show that young people are concerned about sustainability and climate change and how it will affect their future. Education for Sustainability is seen as a key approach that can equip young people with the knowledge, skills, and competencies to act for climate justice. Despite much policy attention on Education for Sustainable Development (ESD), this paper argues that current educational approaches inadequately prepare young people to understand and engage with climate change and sustainability issues. Drawing on a unique survey of 1655 young people in England, this study identifies significant knowledge gaps in understandings of sustainability concepts and a strong demand for educational reforms. Quantitative data reveal variations in sustainability understandings across age, gender, and income, while qualitative insights uncover young people’s feelings about the gaps in their education, exposing their fears, anger, powerlessness, and hopes for change. This study highlights the dominance of consumer choice in young people’s perceptions of sustainability, emphasizing the need to shift from individualistic to collective actions. This paper concludes with a call to integrate sustainability education into the English National Curriculum to promote holistic and action-oriented learning and create opportunities for nurturing hope through transformative education. Full article