Debate in Education for Sustainable Development

Petrović, Nataša; Snider, Alfred; Ćirović, Marko; Milenković, Nemanja

doi:10.7595/management.fon.2012.0031

Cited by 4 publications

(5 citation statements)

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“…The concept of sustainable development, which was discussed for the first time in the Brundtland Commission's report in 1987, refers to the process of meeting a generation's needs without compromising the needs of future generations (Redclift, 2005). Essentially, sustainable development, a philosophy regarding the management of global development, aims to maintain the integrity of global ecosystems while supporting economic growth and social welfare (Petrovic, Snider, Marko, Cirovic, & Milenkovic, 2012). However, it is not easy to understand sustainable development, since it involves a variety of dimensions (Likon, Asunta, Rihtarsic, & Korze, 2011).…”

Section: Introductionmentioning

confidence: 99%

Development of a Scale to Assess High Schoolers’ Attitudes toward Sustainable Development

Çimer¹,

AYDİN²

2018

IES

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The study aims to develop a scale to assess high school students’ attitudes toward sustainable development. For this purpose, 90 Likert-type scale items pertaining to attitudes were initially developed based on existing literature. Further consultations with experts led to a reduction of the item count to 60, followed by a further reduction to 40 items. The scale was administered to 509 students enrolled in an Anatolian high school, a science high school, and an Anatolian religious vocational high school in Akcaabat. The data gathered were analyzed using the SPSS 18.0 statistics package. An item analysis, comprising the item-total correlation test, was performed on the scale, which was followed by a reliability analysis that focused on the Cronbach’s alpha internal consistency factor. Furthermore, factor analysis was performed to determine the validity of the scale. The factor analysis led to the development of a two-factor scale composed of a total of 14 items. The Cronbach’s alpha internal consistency factor of the scale is 0.811. The scale was deemed appropriate for assessing the attitudes of high school students with regards to sustainable development.

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Section: Introductionmentioning

confidence: 99%

Development of a Scale to Assess High Schoolers’ Attitudes toward Sustainable Development

Çimer¹,

AYDİN²

2018

IES

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“…In the academic year of 2011/2012 Environmental management course at the third year of their undergraduate studies was introduced. The course included different topics in ecology, protection of natural resources, ecological management, and sustainable development (Petrović, et al, 2012).…”

Section: Research Resultsmentioning

confidence: 99%

“…Numerous countries such as Sweden, Germany, Finland and Belgium already have developed their own bioeconomy strategies and are implementing them in the systems of education and training of their future professionals (Blumberga, et al, 2017). Concept of bioeconomy supports sustainable development, thus it has to have a central role in economic strategies and policy (Petrović, Snider, Ćirović & Milenković, 2012); (Biobased Industries Consortium, 2018). It has been noted by Ray, Srivastava, Diawakar, Nair & Ozdemir (2016) "the overall success of developing nations thus rests on building successful linkages of the education ecosystem with social innovation and bioeconomy".…”

Section: Role Of Universities In Creation Of Intellectual Capitalmentioning

confidence: 99%

Succeeding in bioeconomy: Serbian universities' blueprint

Mizdraković¹,

Kostić²,

Stanković³

2018

Industrija

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The purpose of this paper is to provide insight into the level of integration of the bioeconomy concept in the study programmes and modules at Serbian higher education institutions. Bioeconomy is based on multidisciplinary approach, which consists of research, education and innovation. Bioeconomy must be initiated by the government, developed by research institutions, universities and cluster, and thoroughly implemented into existing and emerging industries. As educators, Serbian universities should play a key role in developing future professionals. Research has been conducted to determine if Serbian universities educate students in the fields relevant to the concept of bioeconomy. All accredited study programmes in academic year of 2017/2018, at all universities in the Republic of Serbia, have been analysed. The research included 17 universities, 152 departments, 481 study programmes, 705 modules and 43,360 courses. The modules within the study programmes were categorised as bioeconomy-based modules, nonbioeconomy-based modules with at least one bioeconomy-based course, and non-bioeconomy-based modules. The research shows that of the total number of modules, 43% include one or more bioeconomy-based courses. The share of such courses within modules ranges from 1% to 21% and differs among groups of scientific fields.

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“…However, an improvement in the structure and quality of these discussions should be made to improve the acquisition of critical thinking skills and sustainable development philosophy. This improvement could be achieved by conducting a formal debate [29,30]. In fact, debate is an active learning technique that encourages critical thinking, because it consistently demands the questioning, examining and restructuring of knowledge [31], and the debater learns not to trust assertions, realizing that problems have more than one side [32].…”

Section: Methodsmentioning

confidence: 99%

Fostering Sustainability and Critical Thinking through Debate—A Case Study

Rodríguez-Dono

Hernández-Fernández

2021

Sustainability

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Transversal competences such as sustainability or critical thinking have become more important in the last decades in University teaching. The objective of this article is to assess the effectiveness of debate as a teaching method capable of fostering such competences in engineering students. To do this, a debate activity has been held facing two reasonable positions: Sustainable Development versus Degrowth. The research methodology consisted of performing this activity in the classroom (with 13 students in this particular case study), and conducting some tests before and after the debate that served as feedback to assess the effectiveness of the debate on the learning process. This feedback is composed of different documents, including a pre-post test, a specific survey about the debate, a pre-post knowledge survey and the Student Evaluation of Educational Quality (SEEQ) survey. A methodology for the organization of the debate is proposed and the answers of the students to these feedback documents are analyzed. As it can be inferred from the different surveys, the debate has been an efficient learning tool to acquire knowledge and to develop sustainability and critical thinking competences.

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Debate in Education for Sustainable Development

Cited by 4 publications

References 1 publication

Development of a Scale to Assess High Schoolers’ Attitudes toward Sustainable Development

Development of a Scale to Assess High Schoolers’ Attitudes toward Sustainable Development

Succeeding in bioeconomy: Serbian universities' blueprint

Fostering Sustainability and Critical Thinking through Debate—A Case Study

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