"Greening" Education for Sustainable Development: the Russian Federation and the Republic of Kazakhstan Case Study

Abstract

Education for sustainable development (ESD) requires the formulation and solution of problems common to the entire world community and specific to particular countries and people. The research and use in ecologization of ethnocultural codes and other features of each country and mechanisms of international interaction play an important role in global and regional sustainable development. A union of science, education and innovation is needed, combining classical, non-classical and post-non-classical approaches in scientific research on ESD issues. The article examines the technologies of education for sustainable development in the modern world, especially the "greening" education in Russia, and the implementation of the "green economy" concept in Kazakhstan.

Critical Analysis of United Nation's "Framework for the Implementation of Education for Sustainable Development" from the Perspective of Global South

“…International Implementation Scheme for DESD emphasized the concept of SD should be promoted and integrated into the overall curriculum rather than individual subjects (UNESCO, 2005) [10] . By now ESD has been applied in many different contxt, but ESD in developed countries has been studied more these years, such as ESD in Russia [11] , Europe [12] . Recently research of ESD in Global South has also emerged, such as Vietnam [13] , Malaysia [14] , China [15] .…”