International Cooperation: ESD and DRR in Japan

Oikawa, Yukihiko

doi:10.1007/978-4-431-55982-5_10

Cited by 7 publications

(6 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…One potential strategy to enhance the SDGs integration in teacher education programs is to establish collaborative networks and partnerships between universities and relevant stakeholders, which would facilitate the sharing of best practices, resources, and expertise (Oikawa, 2016;Didham et al, 2017;Caniglia et al, 2018;Dür and Keller, 2018). Through collaboration, institutions can learn from each other's experiences, identify innovative SDG integration methods, and develop joint strategies to address common challenges.…”

Section: Implication Of the Studymentioning

confidence: 99%

“…Through collaboration, institutions can learn from each other's experiences, identify innovative SDG integration methods, and develop joint strategies to address common challenges. This collaborative approach can also foster interdisciplinary and intercultural perspectives on sustainable development, which are crucial for addressing the complex, interconnected nature of the SDGs (Summers et al, 2005;Oikawa, 2016;Caniglia et al, 2018;Dür and Keller, 2018;Purvis et al, 2019;Fredriksson et al, 2020;Shulla et al, 2020). Additionally, institutions should recognise the importance of aligning their teacher education programs with national and international policy frameworks related to sustainable development (United Nations Educational, 2021).…”

Section: Implication Of the Studymentioning

confidence: 99%

“…However, the integration of SDGs into teacher education is influenced by regional, cultural, economic, and political contexts, requiring specialised strategies (Hopkins and McKeown, 2002;Little and Green, 2009;Leicht et al, 2018). By acknowledging these variations, we can boost program effectiveness, promote collaboration, and cultivate a global teacher community poised to tackle local sustainability challenges (Penger et al, 2015;Oikawa, 2016;Caniglia et al, 2018;Dür and Keller, 2018).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Sustainable development goals in teacher education: comparing syllabi in a Japanese and a Slovenian university

Fiel’ardh,

Torkar,

Rožman

et al. 2023

Front. Educ.

View full text Add to dashboard Cite

IntroductionThis research aims to explore the integration of Sustainable Development Goals (SDGs) within teacher education programs, focusing on the Faculty of Education at Okayama University, Japan and the University of Ljubljana, Slovenia.MethodsWe employed a qualitative content analysis of the syllabi (n = 2,079 from Okayama University; n = 504 from University of Ljubljana) and combined it with insights from semi-structured interviews.ResultsThe analysis illuminated a strong emphasis on Quality Education (SDG 4) in both institutions. However, certain SDGs, like Climate Action (SDG 13), were less represented, marking potential areas for enhancement. Differences were also identified in the distribution of SDGs-related content between compulsory and elective courses, indicating institutional priorities. Interview reflections emphasized the pivotal role of educators in realizing SDGs and highlighted the necessity of collaboration to achieve these global objectives.DiscussionThe insights from interviews and syllabi content analysis underscore the urgency to bridge the identified gaps in SDG coverage. Disparities in emphasis between the two Education for Sustainable Development (ESD)-committed universities were noted, suggesting the importance of fostering strategy exchange and partnerships across institutions.ConclusionEnhancing the alignment of teacher education programs with SDGs requires collective efforts. By addressing the gaps and promoting effective collaboration, these programs can achieve greater relevance and efficacy in promoting the SDGs.

show abstract

Section: Implication Of the Studymentioning

confidence: 99%

Section: Implication Of the Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Sustainable development goals in teacher education: comparing syllabi in a Japanese and a Slovenian university

Fiel’ardh,

Torkar,

Rožman

et al. 2023

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…ODA is an instrument of international development cooperation for promoting human, sustainable, and gender-equitable development (Sachs, 2012;Ayers & Huq, 2009). One of the modalities of ODA and international cooperation in education for sustainable development is as an agent of change toward more environmentally conscious citizenship (Oikawa, 2016;Chung & Par, 2016). It is widely accepted that rich countries should help poor ones, and the most common way to do so is through development aid policies.…”

Section: Introductionmentioning

confidence: 99%

A Model of International Development Cooperation: The Case of Slovenia

Rogelj

Bojnec

Logožar

2023

Naše Gospodarstvo/Our Economy

View full text Add to dashboard Cite

Development aid, one of the most important mechanisms for the redistribution of global wealth, represents financial flows with economic growth and social improvement as their primary objective. Recently, international development cooperation has been in the process of change that requires the involvement of new actors, the use of new instruments, and expanding the fields of work. In this article, the authors introduce the Slovenian model of international development cooperation, emphasising the criteria for deciding the direction of development cooperation. The criteria are clear interest of the beneficiary state, content priority fields, and geographical priority areas. The authors also discuss Slovenia’s active collaboration with the United Nations Industrial Development Organization in international development cooperation. Special attention is given to three successful development projects in Africa that Slovenia recently financed. All three selected projects are based on principles of sustainable development and were realized in Kenya, Tanzania, and Uganda.

show abstract

“…Sustainable development goals (SDGs) have been prepared as a continuation of the United Nations Millennium Development Goals implemented in 2000 and as an agenda that carries the 17 goals even further [18,19]. Under the framework of the 2030 Agenda, the objective is to engage all societies in global endeavors aimed at diminishing poverty, enhancing global well-being, safeguarding cultural and social values, and mitigating environmental harm.…”

Section: Introductionmentioning

confidence: 99%

How Do Universities in Türkiye Integrate Sustainable Development Goals into Their Strategies?

Yılmaz Fındık,

Erçetin

2023

Sustainability

View full text Add to dashboard Cite

The strategic plans of universities have an important role in enabling HEIs to contribute to sustainability transitions. To address the current lack of studies in HEIs in Türkiye, this paper aims to determine how universities in Türkiye integrate sustainable development goals (SDGs) into their strategic plans to indicate the extent to which these universities align with the 17 SDGs and to discuss the visibility of SDGs in strategies. The research has been designed as a qualitative study involving document analysis. QS World University Rankings or being a research university are the two criteria for the sampling. The scope of the study consists of 27 universities, representing 13.4% of the universities in Türkiye. The most striking result was that, apparently, none of the strategic plans mentioned Goals 1 (no poverty), 6 (clean water), and 13 (climate action). The sampled universities in Turkey have established a restricted set of strategic objectives linked to SD Goals 2, 5, 10, and 11. These remarkable findings prompt inquiries into the underlying reasons for this constrained scope, warranting further investigation. A potential factor contributing to the limited objectives regarding these goals could be traced to a lack of awareness and understanding of the intricate connections between these goals and the overarching mission of higher education institutions.

show abstract

International Cooperation: ESD and DRR in Japan

Cited by 7 publications

References 1 publication

Sustainable development goals in teacher education: comparing syllabi in a Japanese and a Slovenian university

Sustainable development goals in teacher education: comparing syllabi in a Japanese and a Slovenian university

A Model of International Development Cooperation: The Case of Slovenia

How Do Universities in Türkiye Integrate Sustainable Development Goals into Their Strategies?

Contact Info

Product

Resources

About