Sustainability and the 2030 Agenda within schools: A study of school principals’ engagement and perceptions

Cebrián, Gisela; Recalde, Jordi Mogas; Martín, Ramón Palau; Agustí, Marta Fuentes

doi:10.1080/13504622.2022.2044017

Cited by 8 publications

(5 citation statements)

References 44 publications

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“…One of the challenges of ESD is educators' resistance to change. Many school leaders have encountered resistance for reasons that range from concerns over time constraints and lack of professional development to debates over sustainability as an ideology and ESD as indoctrination (Cebrián et al ., 2022; Thao et al ., 2022). Teacher resistance to change is the main reason curriculum change fails or achieves superficial change (Chen and Kompf, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Unraveling the challenges of education for sustainable development: a compelling case study

Zainal Abidin,

Mokhtar,

Arsat

2024

QRJ

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PurposeEducation for sustainable development (ESD) has gained significant attention, but integrating ESD into existing education systems is challenging. The study aims to explore the challenges of ESD experienced by school leaders, focusing on the context of Malaysian schools.Design/methodology/approachThe study uses a qualitative approach with a single-case study design. Eight school leaders involved in the Johor sustainable education action plan (JSEAP) were interviewed and analyzed. The study uses thematic analysis to identify the challenges and other causes associated with the implementation of ESD.FindingsThis study revealed that the school leaders perceived the ESD challenges at three levels. First, restriction to the standardized curriculum (systemic); second, resistance to change (organization) and third, awareness and readiness (individual). These themes stemmed from seven primary codes that school leaders encountered throughout the JSEAP program.Research limitations/implicationsThis paper is limited to a case study of the chosen schools and cannot be extrapolated to a larger population.Practical implicationsThe study benefits school leaders and educators concerned about ESD and its role in their schools and other academics interested in ESD.Originality/valueTo the authors' knowledge, this is the first study to investigate ESD challenges in Malaysia. The novel discovery of the three levels of ESD challenges helps readers better understand the recent phenomenon of ESD implementation and compare it to other settings.

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Section: Literature Reviewmentioning

confidence: 99%

Unraveling the challenges of education for sustainable development: a compelling case study

Zainal Abidin,

Mokhtar,

Arsat

2024

QRJ

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“…Journal of Educational Management schools, where the goal is that teachers can thrive and sustain over time (Ellison et al, 2021). Moreover, even though leaders can perceive a proactive attitude toward sustainability management, their commitment and actions in the management development of sustainability are very diverse (Cebri an et al, 2022). Therefore, it is concluded that leadership is a fundamental aspect of the school's management and direction regarding sustainable commitment.…”

Section: Internationalmentioning

confidence: 99%

“…, 2021). Moreover, even though leaders can perceive a proactive attitude toward sustainability management, their commitment and actions in the management development of sustainability are very diverse (Cebrián et al. , 2022).…”

Section: Introductionmentioning

confidence: 99%

An organizational sustainability framework for Latin American Catholic schools in the La Salle network. A cross-national study using structural equations modeling

Gutierrez-Rivera,

Escobar-Sierra,

Polanco

et al. 2024

IJEM

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PurposeThis study aims to address the challenge of sustainability in Catholic schools quantitatively, even more so knowing that there are few systematized and quantitatively elaborated approaches that help to determine their sustainability dimensions. Therefore, this study aims to estimate the structural relationships of organizational sustainability in primary and secondary religious schools in Latin America based on the substantive functions of the school, such as care, upbringing and education from an organizational approach.Design/methodology/approachDeductive reasoning was used. In the preliminary phase, data were extracted from 420 educational leaders of primary and secondary schools in Latin America from the Lasallian Network, leading a school population of 200,500 students and impacting 166 schools; these previous results were again contrasted with the forthcoming literature with research from the Ramon Llull University, Barcelona, Spain, to achieve the sustainability framework, which has an endogenous variable called the school organizational sustainability framework.FindingsThe results reveal four dimensions of the first-order structural model: management, association, communication, well-being and curriculum, And eight second-order dimensions: governance, communication, resources, secular association, secular partnership, health, social commitment, and campus operation. The investigation results show that secular association and well-being are two dimensions that are constituted as the main elements of a sustainability framework for this type of organization.Research limitations/implicationsThe Catholic school has specific dimensions that need to be cared for with special attention, such as association, which comes from the laity and comes from the experience of the religious. In addition to this vital dimension, well-being, constituted as care for the people of the community, as care for all, is connatural to the religious school. Still, it is constituted by an edge that completes it, and that is the concern for the well-being of those outside regarding social justice. A limitation in the pretension of totality is that the study is conducted in a small portion of Catholic schools in Latin America.Practical implicationsA practical impact in the schools investigated is to present this sustainability framework as a reference to incorporate these dimensions as a strategy to bet on sustainability. Although the realities and contexts of the Latin American school are very different, some factors can impact low-income schools and schools with more significant financial resources if they are strengthened and worked on with dedication. In addition, this framework can lead to roads and the construction of indicators within the school, which can measure the sustainable commitment of the whole school. Finally, a clear finding of the framework is the need for good governance processes related to leadership and leaders' commitment to school-wide sustainability.Social implicationsThe present study impacts the depth that the proposal of the global educational pact can reach in the reality of Catholic schools in Latin America. The seriousness with which its leaders take the issue of sustainability from this perspective can contribute to the sustainability of life itself.Originality/valueThe originality of this research is that it constitutes the first Sustainability framework in Latin America in Catholic schools from an organizational approach.

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“…Humour-integrated environmental education can help reach these SDGs. In particular, target 4.7 of SDG 4 (i.e., ‘quality education’), underscores the need for enhancing learners’ eco-literacy to serve as change agents for a more sustainable future (Cebrián, Mogas, Palau, & Fuentes, 2022). The creativity, practicality, universality and jocularity inherent to eco-humour can collectively be a driving force and a missing link in raising environmental awareness and realising quality education (see also Arias, 2022; Heidari-Shahreza, 2021b).…”

Section: Eco-humour: Pedagogical Benefits and Curriculum Integrationmentioning

confidence: 99%

Humour beyond human: eco-humour as a pedagogical toolkit for environmental education

Heidari‐Shahreza

2023

Aust. J. environ. educ.

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This article strives to open a window on ‘eco-humour’, an umbrella term for diverse forms of humour targeting ecological and environmental issues. It encourages readers to consider eco-humour as a valuable, pedagogical toolkit for environmental education and communication. To this aim, eco-humour is, first, put into perspective of humour scholarship. In particular, I discuss the critical and corrective potential of humour to address and possibly redress environmental issues. Pedagogical benefits of humour are, then, touched upon to pave the way for a discussion of ‘humour-integrated environmental education’. The paper also addresses UNESCO’s 2030 roadmap of education for sustainable development and the ‘sustainability’ component of Australian Curriculum to further justify and contextualise the use of eco-humour. Moreover, several university-based initiatives to integrate echo-humour into environmental education are considered. Likewise, I briefly address ‘humour-integrated language learning’ as an emerging approach in language education that may offer valuable insights into eco-humour curriculum integration. Finally, the article points out several practical considerations and future directions in humour-integrated environmental education.

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Sustainability and the 2030 Agenda within schools: A study of school principals’ engagement and perceptions

Cited by 8 publications

References 44 publications

Unraveling the challenges of education for sustainable development: a compelling case study

Unraveling the challenges of education for sustainable development: a compelling case study

An organizational sustainability framework for Latin American Catholic schools in the La Salle network. A cross-national study using structural equations modeling

Humour beyond human: eco-humour as a pedagogical toolkit for environmental education

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