Promoting Education for Sustainable Development at the University of Prishtina, Kosovo

Beka, Arlinda; Ciani, Adriano

doi:10.1007/978-3-319-09474-8_11

Cited by 4 publications

(10 citation statements)

References 2 publications

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“…Considering that Kosovo is a new country, having declared independence in 2008, it has made progress in developing legislation for sustainable development. Although SD is a new concept to Kosovar people, it fails to be implemented (Beka & Ciani, 2015). Initially, SD at higher education institutions in Kosovo, as in other countries, was presented with topics in the field of agriculture or environment (Beka & Ciani, 2015;Zygmunt, 2016), but SD is not just about these fields; it is about the perception of the "3 Ps": People, Planet, and Profit (Gil-Doménech & Berbegal-Mirabent, 2018), and ESD needs to be offered, especially to HEIs.…”

Section: Purpose Of the Study: Language Development Via Sdg Learningmentioning

confidence: 99%

“…Although SD is a new concept to Kosovar people, it fails to be implemented (Beka & Ciani, 2015). Initially, SD at higher education institutions in Kosovo, as in other countries, was presented with topics in the field of agriculture or environment (Beka & Ciani, 2015;Zygmunt, 2016), but SD is not just about these fields; it is about the perception of the "3 Ps": People, Planet, and Profit (Gil-Doménech & Berbegal-Mirabent, 2018), and ESD needs to be offered, especially to HEIs. As such, the present study addresses SDG issues and discusses the effect of ELT on SDGs and HEI development, specifically at the Faculty of Education.…”

Section: Purpose Of the Study: Language Development Via Sdg Learningmentioning

confidence: 99%

“…Since SD deals with experiences that facilitate global changes toward more social development, i.e., sustainable societies (Bowden, 2010), there is also a need for education that "will address the growing environmental challenges facing the planet" (Leicht, Heiss, & Byun, 2018, p. 7). Education for Sustainable Development (ESD) is a concept that will fulfill society's need to respond to these challenges, as it goes far beyond environmental education (Beka & Ciani, 2015) and is considered the most important tool to reshape worldviews (Kioupi & Voulvoulis, 2019). As such, ESD "encourages changes in knowledge, skills, values and attitudes to enable a more sustainable society for all" (Leicht, Heiss, & Byun, 2018, p. 6).…”

Section: Introductionmentioning

confidence: 99%

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Learning about Sustainable Development Goals through English Language Teaching

Bekteshi¹,

Xhaferi

2020

RESSAT

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The purpose of this paper is to introduce the concept of Sustainable Development (SD) and its goals to the students of the Faculty of Education, future teachers, in order to become skilled and knowledgeable and then introduce these Sustainable Development Goals (SDGs) to their students. As such, this study tries to link the concept of English Language Learning (ELL), English Language Teaching (ELT), and the SDGs as a type of all-inclusiveness within the “3 Ps”: Planet, People, and Profit. The instrument used for the purpose of this study was an online questionnaire sent to the students of the Faculty of Education in Kosovo. The total number of participants was 89. The students’ responses revealed that 60 percent of the future teachers are aware of the SD concept; however, the results indicate that not all “3 Ps” are hit upon by the future teachers. Based on the results, the most common areas of interest and societal needs of learning about SDGs are related to education, gender equality, good health and well-being, alleviation of poverty, and decent work and economics. These same goals are also hit upon in ELT classes. The study concludes that Kosovo’s future teachers are more concerned about issues related to social issues—“P-People”—followed by goals related to “P-Profit,” while goals related to “P-Planet,” the environment, are left behind. Future teachers’ knowledge about SDGs is vital, for there is a significant direct impact of learning about specific SDGs in higher education institutions, and the application of SDG topics in English language classes can infuse the SD concepts.

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Section: Purpose Of the Study: Language Development Via Sdg Learningmentioning

confidence: 99%

Section: Purpose Of the Study: Language Development Via Sdg Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Learning about Sustainable Development Goals through English Language Teaching

Bekteshi¹,

Xhaferi

2020

RESSAT

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“…The fundamental concept of ESD is to promote environmental conservation, social growth, and economic sustainability (Beka & Ciani, 2015). The emerging of ESD as a new approach is known to discourse sustainable development goals through education organization (Kalsoom, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…A comparative study by Pipere (2015) discovered that teaching ESD needs an interdisciplinary approach in providing knowledge, values, and skills among students even though there might have complexity in cultivating the values which require teachers to foster awareness in a broader view of the environment, social and economy. Beka and Ciani (2015) also emphasized that the relationship between pedagogical approach and ESD are essential to enforce critical thinking, persistent knowledge acquisition and to support the transformation of preferred society (Watanabe, 2015).…”

Section: Introductionmentioning

confidence: 99%

The integration of Education for Sustainable Development (ESD) in design and technology subject: through teacher’s perspective

Rosman

Omar

Zahari

2019

AJATeL

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The revolution and development of technology have influenced the relationship among people, society, environment, and socio-economy. This issue plays a crucial role in prospering the quality of future grassroots of the nation on the term of values, attitudes, and moral development. Education is a tool that thrives and imparts value-based education, starting from early education. Therefore, to upbringing the aforementioned mission, we employ a phenomenological study to explore the perception and opinion among Design and Technology (DNT) teachers in embedding Education for Sustainable Development (ESD) elements among primary school students. This study focuses on the teacher's pedagogical approach in the classroom contexts and teachers' readiness in the implementation of ESD, comprises of three main elements: environment, social, and economical. The formulated research question for this study is what teachers' views are and how they perceive ESD as part of the subject. Qualitative research was conducted to illustrate the perception and understanding of ESD elements in DNT subjects. Selected participants are among the Head of DNT Panels and at the same time, teach DNT as their major subject. The data were collected using semi-structured interviews. Informants' views and feedback were derived and transcribed using Nvivo software. The theme emerged from the constant comparative analysis were triangulated with secondary data; for example, field observation, memo, journals, and teacher's lesson plan. Analysis of the data indicated that student-centered learning as the theme implemented by most participants to impart ESD through student's learning activities. Education is the optimal mechanism to disseminate ESD and encouraging learners in moral values.

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Preschools Teachers’ Sustainable Competencies Within New Kosovo Curriculum Framework

Beka

2017

Management and Industrial Engineering

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Promoting Education for Sustainable Development at the University of Prishtina, Kosovo

Cited by 4 publications

References 2 publications

Learning about Sustainable Development Goals through English Language Teaching

Learning about Sustainable Development Goals through English Language Teaching

The integration of Education for Sustainable Development (ESD) in design and technology subject: through teacher’s perspective

Preschools Teachers’ Sustainable Competencies Within New Kosovo Curriculum Framework

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