ESD for managers in the Danish lower secondary educational curriculum

Paaske, David Mathias; Segura-Bonilla, Olman; Hernandez-Milian, Jairo

doi:10.1108/jwam-10-2020-0045

Cited by 6 publications

(4 citation statements)

References 32 publications

(46 reference statements)

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“…Taking this school as an example, it was confirmed that Chinese students have a limited understanding of the SDGs; therefore, greater efforts are required to improve their overall awareness of sustainable development, information sources and knowledge. High school is the optimal period for students to master knowledge of the SDGs [42], and schools should take advantage of this time to implement ESD [94]. It is of equal importance for students to learn the SDGs during enrollment and graduation.…”

Section: Discussionmentioning

confidence: 99%

Awareness of Sustainable Development Goals among Students from a Chinese Senior High School

Yuan¹,

Wu³

2021

Education Sciences

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Education is an essential component of the Sustainable Development Goals (SDGs). Through a questionnaire survey among students from a Chinese senior high school, this study measured the self-reported knowledge, sources of information, learning situations, priorities, the impact of personal life and career planning with respect to the SDGs to understand their cognition, learning motivation and social readiness. The results show that students’ knowledge and information sources in relation to the SDGs are limited, and there is no significant difference between boys and girls in relation to their knowledge of the SDGs, the source of information, the learning level of the SDGs, impact of personal life on the SDGs and career planning related to the SDGs. It is also shown that students have a better understanding of the number of the SDGs and the countries to which the SDGs are addressed and students receive information about the SDGs via formal education and traditional media. Regarding the penetration of the SDGs in course subjects, Chinese and native culture, foreign language, biology and geography have included all the SDGs. Through an analysis of responses and popularity rates, gender equality, quality education, reduced inequalities, no poverty, zero hunger, good health and well-being are shown to be the students’ priorities with higher attention rates. Gender equality, quality education, clean water and sanitation are the top three goals in relation to which students consider that their personal life can have a greater impact. Students prefer to adopt the SDGs (decent work and economic growth, quality education, industry, innovation and infrastructure, sustainable cities and communities) as their personal career choice in the future. Suggestions for improving the implementation of Education for Sustainable Development (ESD) include comprehensive formal and non-formal education, publicity and curriculum integration to promote learning about the SDGs. A model of ESD in the school surveyed is presented for practical application. Based on this research, guidance and suggestions are provided to enhance students’ awareness, knowledge and competencies in relation to sustainability and to encourage student engagement in global sustainable development.

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Section: Discussionmentioning

confidence: 99%

Awareness of Sustainable Development Goals among Students from a Chinese Senior High School

Yuan¹,

Wu³

2021

Education Sciences

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“…We need to be considering a more sustainable approach to developing the next generation of individuals (Lambert, 2011). This links nicely to our final paper by Paaske et al (2021) who consider how Education for Sustainable Development can play an important role in reconfiguring the "disconnectedness" in the Danish education system. The argument being that a greater focus is needed on social, cultural and environmental sustainability in their curricula rather than standardised testing in order to move towards a more sustainable lifestyle (Breiting et al, 2009).…”

mentioning

confidence: 75%

Guest editorial

Lambert

2021

JWAM

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Welcome to the first issue of the Journal of Work-Applied Management of 2021 and this special issue on "The nexus of work-applied skills and learning: comparative approaches across sectors".When we created this call for papers, we were considering the juxtaposition and role of skills and knowledge learnt in the workplace with that of academic learning (Bravenboer and Lester, 2016). The packaging up of learning into formal structures has been evident for some time, for example, in highly technical knowledge fields and sectors such as information technology. For instance, the integration of manufacturer-based training has been common practice for a number of years (Helyer, 2011). Yet such dynamics also appear in systems where work-based or workplace learning is understood through units and modules, especially where the aim of policy reform can deepen such technocratic and instrumental structures (Wall and Perrin, 2015). More recently, there has been a growing level of sophistication in the way that work-based learning and academic learning has converged. In part, this is due to the increased emphasis that policymakers have placed on, for example, apprenticeships in the United Kingdom.This has provided a range of possibilities for developing academic programmes that integrate work-based academic learning. It has also challenged the orthodoxies around the way that work-based learning is being theorised and facilitated in higher education and blurred the boundaries between work-based and academic learning. But do such dynamics act as provocative mechanisms for workplace impact; as Ramsey (2011, 2014) and Wall (2016) suggest, do they constrain and dampen impact and innovation at work, or are we seeing new pathways of learning and impact at work?We believe that conventions can be challenged, and novel approaches considered in order to bridge the gap between these forms of learning. When we created the call for papers for this special issue, we did not anticipate contributors would be writing, and we would be editing, in the course of a pandemic. The editors of the previous edition of the journal noted that any reference to the coronavirus would be of passing concern and most workers may be working in their familiar, physical workplace again, having worked remotely for some months (Scott et al., 2020). Yet here we are, still navigating the tightrope of the pandemic, trying to maintain the balance between our work and family lives.We can be in no doubt about the devastation caused by the pandemic has forced us to reconsider how we work and how we learn and the integration between the two. For some, learning was needed as we aimed to work remotely and effectively in very different circumstances. In so much as needing the ability to adapt to the changing physical and virtual worlds. It seems essential for work-applied learning to offer the tools to support change. New practices in how we work have become commonplace, a renewed emphasis on well-being as we work and learn in different physical and digital environments.So, pl...

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“…Content knowledge is also essential for students to be able to exercise CT [35]. Second, ESD calls for students not only to think but also to act to promote sustainability by promoting an action-oriented learning approach [36]. This concept is in line with the concept of criticality introduced by [37] and further developed by [38], which expresses the need for students not only to argue, judge, or reflect critically but also to act critically and be critical thinkers.…”

Section: Education For Sustainable Development and Critical Thinkingmentioning

confidence: 96%

Examining Pre-Service Teachers’ Critical Thinking Competences within the Framework of Education for Sustainable Development: A Qualitative Analysis

Christodoulou,

Papanikolaou

2023

Education Sciences

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Empowering teachers with Critical Thinking and an understanding of sustainability is vital for guiding students’ informed decisions and actions in today’s world. Higher education needs innovative, student-centered methods like case-based teaching in order to promote Critical Thinking and the principles of Education for Sustainable Development. The aim of the study was to explore and evaluate pre-service teachers’ Critical Thinking when engaged with case studies in a practicum preparation course centered on Education for Sustainable Development. Nine undergraduate students in teacher education participated in the study and answered four case studies. The case studies’ responses were analyzed through a bottom-up content analysis revealing eight higher-order categories. While approaching the case studies, student teachers followed thinking processes similar to the processes proposed by the iterative models of Critical Thinking. Nevertheless, in some cases, pre-service teachers’ disengagement was evident. The rubric assessment highlighted that the responses fell under three profiles, namely the “Deficient Critical Thinker”, the “Emerging Critical Thinker” and the “Competent Critical Thinker”. The findings emphasize the need for targeted and individualized teaching interventions in teacher higher education programs aiming at Education for Sustainable Development complying with the learning needs of student teachers’ Critical Thinking profiles.

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ESD for managers in the Danish lower secondary educational curriculum

Cited by 6 publications

References 32 publications

Awareness of Sustainable Development Goals among Students from a Chinese Senior High School

Awareness of Sustainable Development Goals among Students from a Chinese Senior High School

Guest editorial

Examining Pre-Service Teachers’ Critical Thinking Competences within the Framework of Education for Sustainable Development: A Qualitative Analysis

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