Experiential Learning of Local Relational Tasks for Global Sustainable Development by Using a Behavioral Simulation

In this text we are interested in the preconditions for, and opportunities provided by sustainable development at local level in non-metropolitan areas, i. e., in rural areas and villages. These areas are generally seen as having an important role in achieving sustainability. The literature review highlights the general principles of endogenous development with an emphasis on local resources including human potential and social capital, and the Czech context. In practice, the empowerment and cooperation of regional actors is crucial for the sustainable transition of rural areas; an analysis of the local situation was thus conducted from the perspective of social capital. Research primarily questioned the role of local actors in different areas related to sustainable development, their relationships and involvement in sustainability processes, as well as deficiencies in social conditions creating barriers to sustainable development. The research methods selected to answer these questions reflected the context-specific, scientifically-overlooked character of the theme of this research where emerging phenomena were at the center of our interest. A survey conducted with representatives of the National Network of Local Action Groups (LAGs) mapped the situation in 50 (out of 180) LAGs in the Czech Republic (28 % of the total number). Data were analyzed quantitatively (single and multiple-choice questions), in combination with qualitative methods which were used to transform and aggregate responses into conceptual categories which were monitored for frequency (to observe majority opinion). The diversity of local actors, their relationships and roles in the sustainable development processes was thus illustrated. A snapshot of actors' current involvement in specific areas of sustainable development was compared with their potential involvement in these areas illustrating the importance of social capital which is not always recognized in relevant policy documents. The engagement of these diverse actors in sustainability transition processes is less evident: in most of the categories of change, the role of public administration prevails. According to the respondents, these changes that would ensure a sustainable future of the regions are often not taking place. While some of these findings may be specific to geographically-defined regional conditions and the Czech historical context, the research raised theoretically relevant questions concerning the role of social capital in sustainability processes.

Section: Sdgs At Local Level-general Principlesmentioning

confidence: 99%

Role of Actors in the Processes of Sustainable Development at Local Level—Experiences From the Czech Republic

Dlouhá¹,

Vávra²,

Pospíšilová³

et al. 2022

“…The individual level of transformative learning of adult learners, outlined previously by Mezirow (1994), advances to a Communities of Practice (CoP) where people with the same concerns and interests interact regularly (Wenger, 1998); further, the transformation requires a platform for social learning or social education (Wals et al, 2017). Here, there is a shift from teaching to learning (Kolb and Kolb, 2005) beyond formal education through experiential learning, which can bring new ideas and behavior for change (Craps and Brugnach, 2021). To support that, it is necessary to create a social environment that encourages transformation beyond formal education or nonformal education (NFE).…”

Section: Literature Reviewmentioning

confidence: 99%

Quintuple Helix Lens for Transformation: An Okayama Model of Education for Sustainable Development

Zen¹,

Shibakawa²

2022

What transforms society? Using the quintuple helix model (QHM) of social innovation, this study examines how the Okayama Education for Sustainable Development (ESD) project has transformed the local community and its people, and how this has led to global recognition. Okayama is known as a world leader in ESD and their unique approach is called the Okayama Model of ESD. This study further looks at the institutional configuration on the elements contributed to knowledge co-creation and how the key actors interacted to contribute to societal transformation through knowledge, social innovation, and institutional setting. The goal of this study is to outline the Okayama Model of ESD using the QHM lens constituted of five helices; education, politics, society, economy, and the natural environment. This study applies a qualitative research method, in which key actors who contribute most to the development of the Okayama Model of ESD are identified by content analysis and semi-structured interviews that are conducted using the life history method. The result shows that the firm ground of the political subsystem facilitates the interaction among the stakeholders in the three subsystems–education, social, and natural environment, which ultimately contributes to the joining of the economic subsystem and the initiation of the knowledge circulation process. Transformation necessitates a city-wide approach involving a network of multiple actors to collaborate for knowledge co-creation and circulation, and the establishment of a new social values system. The study revealed several key points of local action that accelerated the transformation process by helping in value creation, knowledge convergence, and system interaction, which was instilled early through all forms of education—multiple actors' interaction that shapes through the ESD project that stimulates the triangulation of mind, hearts, and hands. This way, the city of Okayama functions as a living laboratory for the Okayama Model of ESD. This situation naturally promotes Mode 3 of the knowledge co-creation system, and the principles of civic collaboration and citizen engagement developed through the Okayama Model of ESD have been elaborated in the prefecture-wide vision statement.

“…Experiential learning can be deepened by incorporating a reflection process to allow participants to better understand the systems underlying the issues in practical terms (Craps and Brugnach, 2021), and interrogate the significance of their own learning experience by means of expressing it in words (Mezirow, 1990). Learner self-assessment can also be used to measure learning outcomes (Takahashi and Hoffmann, 2019).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Facilitating Personal Transformation for Sustainability: A Learning Program on the Sustainable Development Goals, Combining a Card Game and a Self-Reflective Questionnaire

Kitamura¹,

Ito²

2022

Sustainable Development Goals (SDGs) require transformations at all levels, from global to local, to be realized. Underlying all of these levels is the personal level, where any transformation begins. Before individual persons change their behavior for sustainability, they will need to not only understand the SDGs, but also regard them as a matter which directly concerns them. A process involving “personalizing the SDGs” needs to exist between initial awareness and subsequent action. However, identifying and instituting the means by which this can be realized is not easy. In this study, we designed a learning program that combined an existing SDGs game with an original self-reflective questionnaire, and implemented it in Ishikawa Prefecture, Japan. The program allowed participants (n = 289) to first play the game, which takes the form of a simulation of the world in the run up to 2030, and then carry out individual and/or group work to consider their individual, specific relationships with the global agenda. The questionnaire also provided each participant with a means to reflect on their initial perceptions and how they changed following this learning. The answers on the questionnaire indicated that the program aided the participants in raising their perceived levels of relationships with, and the personal significance of, the SDGs, while having fun at the same time. Personal relationships with the SDGs were expressed more concretely when local contexts and topics covered in other learning programs were tied in with the SDGs.