Search Results (329)

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

Early childhood forest and nature education plays a vital role in shaping values and promoting sustainability throughout life. Conceptualized in Denmark, forest and nature childcare groups have been established in Austria for over 20 years, contributing to mental well-being and supporting both Education for Sustainable Development (ESD) and Early Childhood Education and Care (ECEC). With increasing demand for childcare and a growing disconnect from nature—factors linked to physical and mental health challenges—there is a pressing need to expand these groups and integrate them into formal legal frameworks. This study examines the organization, staffing, infrastructure, risk prevention, and hygiene of 79 Austrian forest and nature kindergarten groups, identifying key areas of improvement to ensure safe access for all children, including those in public childcare. A semi-standardized online survey of 72 groups was analyzed using descriptive and statistical methods, including a Spearman correlation, Kruskal–Wallis test, Chi-square test, and ANOVA. Results revealed three main infrastructure types—house, container/trailer, and tipi—with houses offering the most comprehensive facilities. The ANOVA indicated significant effects of sponsorship type (p < 0.01), caregiver numbers (p < 0.001), and their interaction (p < 0.05) on half-day care costs. Currently, legal frameworks exist only in Tyrol and Salzburg. Broader access requires standardized infrastructure and risk assessment guidelines, collaboratively developed with stakeholders, to ensure safety and inclusivity in Austrian forest and nature childcare groups. Full article

This scoping review examines the integration of the Sustainable Development Goals (SDGs)—specifically SDG 4, which concerns quality education—into national curricula at various levels of education between 2020 and 2025. This qualitative study uses the scoping review method to synthesise international research, identifying thematic trends, methodological approaches, and implications for curriculum development. The analysis reveals a strong focus on higher education, with articles from Asia and Europe dominating the discourse, while perspectives from early childhood education and the Global South are under-represented. Most articles favour qualitative designs, engaging with the SDGs as curricular content, institutional transformation frameworks, or community-based education tools. Despite these promising approaches, significant gaps remain in addressing behavioural change and equity across educational systems. Therefore, the study calls for more inclusive, context-sensitive, and interdisciplinary strategies to support the transformative ambitions of the 2030 Agenda. 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

The promotion of sustainable schools is an important criterion for the promotion of ecological protection and the transformation of today’s society into a more sustainable one. The early childhood environment is believed to provide the ideal foundation for fostering values and attitudes related to sustainable education and promoting pro-environmental behaviors. The main goal of this study is to explore educators’ perceptions and expectations regarding the role of sustainable schools in shaping the environmental awareness and behavior of young children. A pilot study was carried out in the context of quantitative research on Preschool Teachers of Primary Education. Research results indicate that a Sustainable School (SS), beyond the curriculum, must promote issues of environmental awareness, culture, equality, natural resource management, and human rights. Also, it was seen that a modern school should provide Educators with new training opportunities in teaching methods that are based on sustainability principles and promote sustainability skills. Students’ acquisition of environmental knowledge can positively influence pro-environmental behavior and increase the likelihood of engaging in sustainable practices to protect the environment. 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

This study presents the development of the Plant Perception Scale (PPS), a multidimensional tool designed to assess high school students’ awareness of the ecological, utilitarian, and cultural significance of plants. Positioned within the broader goal of Education for Sustainable Development (ESD), the scale aims to identify perception gaps that may hinder students’ engagement with biodiversity and sustainability. Following a rigorous development process—including item generation, expert review, pilot testing, and psychometric validation—the final 21-item scale revealed a three-factor structure: Ecological Awareness and Sustainability Perception (12 items), Utility-Oriented Plant Perception (5 items), and Cultural and Aesthetic Perception (4 items). Exploratory Factor Analysis confirmed data suitability (KMO = 0.920; Bartlett’s χ²(210) = 2245.215, p < 0.001). Confirmatory Factor Analysis supported the structure with strong fit indices (χ²/df = 2.204; CFI = 0.949; RMSEA = 0.055). Internal consistency was high (Cronbach’s α = 0.88 for the total scale; factor α values ranged from 0.823 to 0.939). The PPS contributes to sustainable education by offering a reliable framework to evaluate plant-related awareness among adolescents and can serve as a diagnostic and pedagogical tool to guide curriculum development and educational interventions in support of the SDGs. 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

The educational value of the Ecological Footprint (EF) lies in its ability to facilitate the identification and quantification of individuals’ environmental impacts, stemming from their daily habits and lifestyles, while also supporting the achievement of the 2030 sustainability goals. This study aimed to enhance primary school students’ understanding of their EF through the implementation of specially designed educational materials based on the Greek online EF calculator. A 10 h teaching intervention (TI) on EF was designed and carried out with 112 primary school students aged 10–12 years. The effectiveness of the intervention was assessed using a specially developed questionnaire. The results showed a statistically significant increase in students’ scores from the pre-test to the post-test regarding their understanding of the EF concept. When each EF category was examined individually, the most statistically significant differences were recorded in the categories of Infrastructure/Housing, Goods/Services, and Waste. These findings suggest that primary school students’ understanding of the EF can be effectively improved through a well-structured teaching intervention. This conclusion holds value not only for education for sustainable development (ESD), but also more broadly, in an era where understanding and embracing sustainability is a top priority for all modern educational institutions. Full article

Societies need to develop more sustainable ways of living, working, and doing business. Education for sustainable development (ESD) plays a pivotal role in this endeavor. The aim is to provide people with the necessary knowledge, values, and skills for the needed transformation. Therefore, organizations of adult and continuing education must address issues of climate protection and sustainability in their programs and act accordingly in the way the organization is managed. This article reports on a qualitative study that involves leaders of adult education institutions in China, Germany, and the USA. This study seeks to investigate what these leaders do and how they act to implement ESD in their organizations. It specifically looks at current challenges, management strategies, beliefs, and values of the leaders. The results of this study show that leaders of adult and continuing education organizations recognize the need to address sustainability in adult education. However, they face many challenges in implementing ESD, including a lack of resources (e.g., finances and staff), structural barriers, and difficulties in reaching new target groups. Despite these challenges, many participants strive to develop their organizations in a more sustainable way, such as through curriculum design and campus management. Some leaders take a comprehensive approach, guided by the Whole Institution Approach, by integrating ESD into their institution’s vision and mission, establishing dedicated working groups, and forming new partnerships with external stakeholders. Overall, this study highlights the crucial role of leadership in advancing sustainability efforts. Full article

Education for Sustainable Development (ESD) is imperative to achieving the Sustainable Development Goals (SDGs), particularly SDG 4 and Target 4.7, which promote inclusive, equitable, and quality education. Nonetheless, while environmental and economic sustainability have been the focus of considerable attention, the social dimension—comprising equity, cultural diversity, human rights, and community resilience—remains under-explored. The present study employed a reflexive thematic review and quantitative analysis of relevant sources, of which there were 67, that were published between 2010 and 2024. The objective of this investigation was to examine the extent to which social sustainability is integrated into ESD. A thorough examination of the existing literature resulted in the identification of four overarching themes: the conceptualization of social sustainability, pedagogical approaches, barriers to implementation, and policy and institutional support. The quantitative findings indicated that conceptualization was the most emphasized theme, receiving 169 weighted points. The implementation of policy support and pedagogical strategies received 82 and 71 weighted points, respectively. A comprehensive review of contemporary trends reveals a persistent escalation in societal awareness concerning social sustainability, accompanied by a pronounced shift towards participatory pedagogical practices following the year 2020. Notwithstanding the progress that has been achieved, challenges such as inflexible curricula and inadequate institutional support persist. This study presents a series of fundamental recommendations designed to optimize educational practice. The most significant of these is the necessity to enhance the pedagogical training of educators. Furthermore, this study calls for the development of curricula that exhibit a high degree of flexibility and interdisciplinary orientation. Furthermore, it is advised that educational policies be aligned with Target 4.7 of the Sustainable Development Goals. This study’s findings suggest the need for the enhancement of assessment frameworks with the overarching objective of fostering inclusive and socially sustainable educational practices. 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

Based on the urgency of education for sustainable development (ESD), it is crucial to explore ESD implementation efficiency. Since ESD is closely related to social resources, it is necessary to explore which resources can improve ESD implementation efficiency. This study employs dynamic qualitative comparative analysis (QCA) to explore the multiple development pathways of external resources supporting the implementation efficiency of ESD in 31 provinces of China from 2017 to 2022. The results indicate that abundant basic resource- (Type I), complementary technology–culture resource- (Type II), and culture–information technology educational resource-driven (Type III) approaches are the main pathways to achieve high ESD execution efficiency. A key contribution of this study is its emphasis on the role of modern information technology in ESD. The insights garnered from this study can guide educators in leveraging information resources effectively to optimize ESD outcomes. Full article