Crossing Disciplinary Borders: Perspectives on Learning About Sustainable Development

Dimenäs, Jörgen; Alexandersson, Mikael

doi:10.2478/v10099-012-0001-0

Cited by 20 publications

(12 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Other teachers acknowledged and were positive about the integration of ESD into the existing subjects. There is a universal need for the knowledge-competent teacher with a holistic view who can handle multidisciplinary complexity of ESD (see, e.g., Dimen‰s & Alexandersson, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…Many teachers are willing to develop their teaching and work in an interdisciplinary way, but they feel that they do not have time and knowledge, skills, and resources (Spork, 1992;Summers et al, 2005). In addition, educational policies, which highlight closed and subject-centred discourse, could make successful teaching about sustainable development even more problematic in the future (Dimen‰s & Alexandersson, 2012).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Implementing Education for Sustainable Development in Namibia: School Teachers’ Perceptions and Teaching Practices

Anyolo

Kärkkäinen

Keinonen

2018

Journal of Teacher Education for Sustainability

View full text Add to dashboard Cite

Education for Sustainable Development (ESD) has been viewed as education that helps people develop the attitude, skills, and knowledge to make well-informed decisions for the benefit of the present and future generations. It aims at providing quality education through shared understanding and multi-disciplinary approaches in meeting the developmental and environmental apprehension for a sustainable future. Many theorists envisaged ESD as enhancing active involvement of learners both in school and out of school learning initiatives to acquire knowledge about sustainable development issues. The present paper discusses Namibian school teachers’ (n=9) perceptions of ESD and the teachers’ teaching practices using a qualitative-explorative study design. The data were gathered through two semi-structured interviews and lesson observations. The findings have revealed that senior secondary school teachers perceive ESD in terms of knowledge acquisition about the environment in order to use its resources sustainably for the benefit of future generations. The study has also revealed that teachers have positive sentiment toward the inclusion of ESD into the senior secondary school curriculum. Following this, they suggested that ESD should be either implemented as an independent subject or integrated with other existing subjects as a multi-disciplinary subject.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Implementing Education for Sustainable Development in Namibia: School Teachers’ Perceptions and Teaching Practices

Anyolo

Kärkkäinen

Keinonen

2018

Journal of Teacher Education for Sustainability

View full text Add to dashboard Cite

show abstract

“…However, some of the teachers also suggested that ESD was taught as one subject, which means that they would have the chance to deal with SD in depth. Dimenas and Alexandersson [109] acknowledge that it is necessary for teachers to get competent so as to be able to handle the complexity of SD issues in an interdisciplinary way.…”

Section: Interdisciplinaritymentioning

confidence: 99%

Designing Powerful Learning Environments in Education for Sustainable Development: A Conceptual Framework

et al. 2019

View full text Add to dashboard Cite

Policymakers have pinpointed the importance of living in a more sustainable society. Education for Sustainable Development aims at developing future citizens competent to take actions in order to cope with Sustainable Development issues. The instructional design that teachers apply in class play a crucial role in students’ learning. This study is a conceptual analysis based on a narrative review of the literature in the field of Environmental Education/Education for Sustainable Development. It makes use of the CLIA-model (Competence, Learning, Intervention, Assessment), developed by De Corte, Verschaffel and Masui in 2004 to prescribe how a powerful learning environment in Education for Sustainable Development (ESD) could be developed. In particular, the study focusses on the Intervention component. Holistic, pluralistic as well as action-oriented teaching in Education for Sustainable Development are thought to be effective in cultivating students’ action competence. This paper presents first the Action-oriented ESD framework. This framework consists of five components: (a) action-taking, (b) students’ leadership in their learning and teaching, (c) peer interaction, (d) community involvement and (e) interdisciplinarity. We then integrate the Action-oriented ESD framework with Holism and Pluralism into the Holism-Pluralism-Action-orientation in the ESD framework. Integrating holistic, pluralistic as well as action-oriented teaching in ESD is highly important in theoretical discussion as well as in instructional design. The Holism-Pluralism-Action-orientation ESD framework addresses the lack of an integrated conceptual framework in the field of ESD. This framework is motivated by a growing consensus on the importance of these three approaches in ESD teaching. The Holism-Pluralism-Action-orientation in ESD Framework is based on more than three decades of efforts to define knowledge on Environmental Education/Education for Sustainable Development teaching and on the rich and growing body of research on effective ESD teaching.

show abstract

“…the application of environmental, economic and social indicators). Learning and education for sustainable development requires holistic approaches (Dimenä s and Alexandersson, 2012;Scott and Gough, 2003) and proper understanding of complexities within interconnected systems considering long-term orientation and broad-based collaboration among different actors (Frisk and Larson 2011). More sustainable learning and improved pedagogy can be promoted through collaborative design of learning objects and collaborative learning activities (Vartiainen et al, 2012;Vartiainen and Enkenberg, 2013).…”

Section: Discussionmentioning

confidence: 99%

Development of A Study Module on and Pedagogical Approaches to Industrial Environmental Engineering and Sustainability in Mozambique

Husgafvel¹,

Martikka²,

Egas³

et al. 2017

IJHE

View full text Add to dashboard Cite

Addressing the sustainability challenges in the forest sector in Mozambique requires capacity building for higher education and training of new skilled expert and future decision-makers. Our approach was to develop a study module on and pedagogical approaches to industrial environmental engineering and sustainability. The idea was to develop a joint module that would eventually become a part of both PhD and MSc programmes in the Eduardo Mondlane University (UEM) in Mozambique. The basis of our development work encompassed the local priorities as identified by the UEM staff, UEM competencies in forestry engineering and the experience of the Aalto University in higher education in the fields of environmental engineering, sustainability and forest products technology. From the beginning, public authorities and industry/company representatives were involved in the development process to advance the created benefits in terms of sustainable development in Mozambique. The result of the joined work by these two higher education institutions was a study module that has been teached and completed by a class of MSc students as a part of the official UEM curricula.

show abstract

Crossing Disciplinary Borders: Perspectives on Learning About Sustainable Development

Abstract: Abstract

Cited by 20 publications

References 19 publications

Implementing Education for Sustainable Development in Namibia: School Teachers’ Perceptions and Teaching Practices

Implementing Education for Sustainable Development in Namibia: School Teachers’ Perceptions and Teaching Practices

Designing Powerful Learning Environments in Education for Sustainable Development: A Conceptual Framework

Development of A Study Module on and Pedagogical Approaches to Industrial Environmental Engineering and Sustainability in Mozambique

Contact Info

Product

Resources

About