Education for Sustainable Development in Educating Cities: Towards a Transformative Approach from Informal and Non-Formal Education

Abstract

This paper summarizes the main findings of research on education for sustainable development (ESD) at the international level. The context of the research regards educating cities, or local administrations committed to education through all their policies with the purpose of transforming their territories through a human rights approach. The research’s goal is to explore to what extent educating cities are capable of coping with the three ESD challenges faced today: the gap between policy and practice, the lack of a transformative approach and the hegemony of formal education. To do so, we selected three educating cities with an important background on ESD—Barcelona, Changwon and Rosario—and we implemented a case study method. A detailed analysis of all the data obtained reveals that educating cities are suitable frameworks to overcome the current ESD challenges. Their ESD initiatives count on a significant impact on citizenship, by promoting interdisciplinary, intersectorial and participatory processes mainly in informal education settings. Further research needs to be developed in order to draw a broader analysis.

An experiment of collaborative, international, multi-disciplinary design studio – Erasmus+ CBHE TACEESM project Summer School

“…This implies that regardless of the numerous models of internationalization, the students do not demonstrate needed competencies for an effective participatory and collaborative educational model, acknowledging that formal education results in defined ESD challenges: the lack of transformative educational approach and hegemony of formal education (Essomba et al ., 2022). Identified improvements in professional competences, effectiveness of collaborative work and the development of soft skills, at the end of the Summer School, recognize the concrete and transformative impact of scholastic practices provided by non-formal education.…”

“…The necessity to implement ESD at international, national, subnational and community level, asks for proactive partnership and multi stakeholder co-learning (Wals et al, 2017). Thus, it has been argued that formal education is insufficient to independently carry out the transition to a more sustainable future (Essomba et al, 2022). In that regard, both informal and non-formal education emerge as strong repositories that take on a critical role in reaching SDGs.…”

“…, 2017). Thus, it has been argued that formal education is insufficient to independently carry out the transition to a more sustainable future (Essomba et al. , 2022).…”

A Bibliometric Review of Education for Sustainable Development, 1992–2022

“…ESD activities cover all types of education, including formal, non-formal, general, and vocational education. ESD also covers all disciplines and all ages of education [64]; meanwhile, it goes beyond the transfer of knowledge and awareness raising to focus on building capacity for sustainable development. Capacity here refers to systems thinking capacity, performing capacity, strategic capacity, interpersonal capacity, and innovative learning skills [65][66][67].…”

Организация Неформального Образования Для Будущих Учителей Физической Культуры

“…The researcher attempts to introduce a new concept of non-formal education [1]. Other researchers in their work write about the advantages of organizational forms of non-formal education and an inevitable transformation from formal to non-formal learning in the future [2]. Some academics note that the needs of students are better met by non-formal education, as it responds openly and flexibly to the interests of students [3].…”