Environmental and sustainability education in the Caribbean: Crucial issues, critical imperatives

Ferguson, Therese

doi:10.1080/13504622.2020.1754342

Cited by 11 publications

(8 citation statements)

References 25 publications

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“…The approach followed in this study may provide a means to address both these challenges. Specifically, the survey component of the study could form the basis for a more standardized evaluation framework which could be used to evaluate similar ESD initiatives in related settings throughout the Caribbean or beyond (Ferguson, 2020; Ferguson and Roofe, 2020). By complementing the survey approach with qualitative methods that focus on in-depth analysis of students’ and educators’ perceptions, context-specific factors determining the performance of ESD initiatives may be identified as well (Cottafava et al , 2019; Corazza et al , 2022; Günther et al , 2022).…”

Section: Discussionmentioning

confidence: 99%

“…The need to develop and implement impactful programs for ESD in SIS is broadly recognized (Crossley and Sprague, 2014;Ferguson, 2020; IJSHE 25,1 Mycoo et al, 2022;Moody-Marshall, 2023). After the implementation of such programs, there is a need to monitor experiences from the perspectives of learners (Günther et al, 2022) as well as educators (Corazza et al, 2022).…”

Section: Aim Of This Studymentioning

confidence: 99%

“…As stated in the fourth Sustainable Development Goal (SDG), “ensuring inclusive and equitable education and promoting lifelong learning opportunities for all” is key to empowering the people of this planet to embrace and promote sustainable development (United Nations, 2015). Without adequate education (be it in the form of conventional childhood and adolescent education, higher education, adult education or lifelong learning opportunities), taking ownership of a local sustainable development program will remain an unsurmountable challenge for many (Wals and Benavot, 2017; Ferguson, 2020; Heleta and Bagus, 2021). As critical institutions of higher learning and academic research that are embedded in the island states, when integrated and socially involved, local universities play a crucial role in fostering an understanding of resilience and the implementation of the SDGs in general (Leal Filho et al , 2019) and the fourth SDG in particular (Ferguson and Roofe, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Pre-University engagement and education for sustainable development in Aruba: The Academic Foundation Year

Chapman¹,

Eppinga²,

Scisciolo³

et al. 2023

IJSHE

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Purpose Universities of Small Island States (SIS) have the potential to fulfill a crucial role in implementing the Sustainable Development Goals (SDGs) but also face barriers to local capacity building. The University of Aruba partly addresses these challenges through the development of The Academic Foundation Year (AFY), a one-year pre-university program aiming to optimally equip students for higher education. This study aims to assess to what extent the program can foster the local embeddedness of the students in ecology, culture and history and an understanding of opportunities and challenges for sustainable development in SIS. Design/methodology/approach The authors provide examples of how the program incorporates education for sustainable development and how it emphasizes experiential learning. In addition, quantitative survey data and qualitative analysis of focus group meetings are used to reflect on the program’s achievements and its potential for further development. Findings The survey results suggest that AFY courses not only increase knowledge but also change students’ perceptions regarding sustainability. Indeed, key impacts emerging from the student focus group related to both academic preparation and engagement with sustainability. Reflections by teachers emphasized the importance of experiential learning, an expansive view of the SDGs and preparing students as citizens. Originality/value This study highlights that the program could provide a starting point for the development of similar initiatives in other SIS, the common basis being the fostering of sustainability literacy and social adoption of the SDGs.

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Section: Discussionmentioning

confidence: 99%

Section: Aim Of This Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Pre-University engagement and education for sustainable development in Aruba: The Academic Foundation Year

Chapman¹,

Eppinga²,

Scisciolo³

et al. 2023

IJSHE

View full text Add to dashboard Cite

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“…In the design and development of the EE-enriched lessons, the presentation of content and the pedagogy underpinning the curriculum design, which shapes the framing and its effect on learning [29], were considered. These EE-enriched lessons in the different teacher education courses represent a significant contribution to the explicit integration of EE in formal education in the country since teacher education is one of the areas to focus on in environmental and sustainability education (ESE) [30]. These materials can be considered a contribution to the national agency, the DENR, in promoting environmental awareness and education in the academe [2] and, therefore, partly addressing the lack of teaching and learning resources related to EE [26].…”

Section: Discussionmentioning

confidence: 99%

Mainstreaming environmental education in the teacher education curriculum in the Philippines

Bercasio

Remolacio²

2022

IJERE

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<span lang="EN-US">In the Philippines, environmental education (EE) is a mandate, and at the higher education level, the teacher education programs can serve as a context for EE. During the first semester of the 2016-2017 school year, this pilot study tested teacher education lessons integrated with environmental concepts and principles using EE materials developed by the department of environment and natural resources (DENR) among the 2,420 third year teacher education students in eight institutions of the national network of normal schools (3NS). Data were collected using a validated researcher-made test on environmental concepts and principles. Qualitative data were collected through class observations, focus group conversations, interviews, and authentic student outputs, the capstone projects. The t-test between the pre-test and post-test means (4,838) showed a substantial improvement in the EE test at a level of 0.05 significance across all ten disciplines in eight institutions. The EE mainstreaming in the teacher education curriculum using DENR EE materials and researcher-made and searched EE materials was found effective in enhancing the students' level of competence in terms of environmental concepts and principles. Institutionalization of the mainstreaming of EE in the teacher education curriculum and the cross-cutting inclusion of EE in higher education programs through national policy is strongly recommended.</span>

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“…On the one hand, this current favors political movements and populism (Hursh et al , 2015; Kopnina, 2015; Stevenson, 2007), something common in this region with political and state instability. Coupled with this is a lack of commitment by states to achieve sustainable development, including a lack of policies for sustainable development and low investments in education and science (Briggs et al , 2018; Ferguson, 2020). On the other hand, the research carried out in this region reinforces an apparent exploitative and imperialist vision coming from within the ESD.…”

Section: Discussionmentioning

confidence: 99%

From environmental education to education for sustainable development in higher education: a systematic review

Castellanos

Dios

2021

IJSHE

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Purpose In education concerning environmental issues, there are two predominant currents in the world, environmental education (EE) and education for sustainable development (ESD). ESD is the formal commitment and therefore promoted by the United Nations, to ensure that countries achieve sustainable development. In contrast, EE was the first educational trend with an environmental protection approach. The purpose of this systematic review that seeks to show whether the migration from EE to ESD is being effective and welcomed by researchers and especially by universities is presented. With the above, a global panorama can be provided, where the regions that choose each model can be identified. In the same sense, it was sought to determine which of the two currents is more accepted within engineering education. Design/methodology/approach The review followed the preferred reporting items for systematic reviews and meta-analyzes parameters for systematic reviews. In total, 198 papers indexed in Scopus, Science Direct, ERIC and Scielo were analyzed. With the results, the advancement of ESD and the state of the EE by regions in the world were identified. Findings It was possible to categorize the geographical regions that host either of the two EE or ESD currents. It is important to note that ESD has gained more strength from the decade of ESD proposed by the United Nations Educational, Scientific and Cultural Organization. For its part, EE has greater historical roots in some regions of the planet. In turn, there is evidence of a limited number of publications on the design and revision of study plans in engineering. Originality/value Through this systematic literature review, the regions of the world that are clinging to EE and those that have taken the path of ESD could be distinguished. Moreover, specific cases in engineering where ESD has been involved were noted.

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Environmental and sustainability education in the Caribbean: Crucial issues, critical imperatives

Cited by 11 publications

References 25 publications

Pre-University engagement and education for sustainable development in Aruba: The Academic Foundation Year

Pre-University engagement and education for sustainable development in Aruba: The Academic Foundation Year

Mainstreaming environmental education in the teacher education curriculum in the Philippines

From environmental education to education for sustainable development in higher education: a systematic review

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