Sustainable education: basic principles and strategic recommendations

Branden, Kris Van den

doi:10.1080/09243453.2012.678865

Cited by 20 publications

(28 citation statements)

References 34 publications

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“…Many education systems around the world currently fail the test of sustainability [7][8][9]. In these systems, valuable proportions of energy, time and talent go to waste: an unacceptable proportion of students fail to realize their learning potential, leaving compulsory education without obtaining a degree or without developing competencies that are vital to their present and future lives [10][11][12][13].…”

Section: A World-wide Challengementioning

confidence: 99%

“…Because the world has undergone such vast social, ecological, economic and political changes and faces such major threats, the curriculum of the 21st century will need to be different from the curriculum of the previous century [7,13,[17][18][19].…”

Section: Designing a Strong 21st-century Curriculummentioning

confidence: 99%

“…In this respect, too, education will need to take a social turn [7,41,43]. Schools probably constitute the potentially most powerful learning communities in the world.…”

Section: Teachers Make the Crucial Differencementioning

confidence: 99%

“…Rather than focusing on the ways in which education systems may prepare young people to become the custodians of sustainable societies and environments (so, rather than focusing on education for sustainable development) [4][5][6], however noteworthy that goal may be in its own right, this article focuses on the extent to which education systems themselves satisfy the basic criteria of sustainable development (see also [7]). …”

Section: Introductionmentioning

confidence: 99%

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Sustainable Education: Exploiting Students’ Energy for Learning as a Renewable Resource

Branden

2015

Sustainability

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In this article, "sustainable education" is reconceptualized, drawing on the insight that education runs on the energy of students, teachers and all other stakeholders involved. Sustainable education systems are defined as systems in which students' natural energy for learning is renewed (rather than depleted) and no talent gets wasted. Students' energy for learning is geared towards the acquisition of crucial competences for the 21st century (including the competence to make their own lives work and to make life on the planet work), which they can deploy and further develop on a long-term, sustainable basis. For this to happen, education systems need to be built upon strong, up-to-date curricula and to design classroom activity based on cutting-edge knowledge on what drives human learning. To this end, school teams' joint energy for educating needs to be tapped and renewed, and assessment needs to be primarily used to further improve the quality of education.

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Section: A World-wide Challengementioning

confidence: 99%

Section: Designing a Strong 21st-century Curriculummentioning

confidence: 99%

“…In this respect, too, education will need to take a social turn [7,41,43]. Schools probably constitute the potentially most powerful learning communities in the world.…”

Section: Teachers Make the Crucial Differencementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Sustainable Education: Exploiting Students’ Energy for Learning as a Renewable Resource

Branden

2015

Sustainability

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“…Some of these programs have failed to reach their ambitious goals. Meanwhile, the rapid changes taking place in the globalizing world call for major educational reform in which the needs of all students are taken into account, the natural resources of the educational environment are not depleted, and the young generation is optimally prepared to meet the demands of the future world [5]. In order to produce sustainable outputs, there are required important actions starting with adequate curriculum design, teaching methodologies, teacher trainings and equity-enhancing programs.…”

Section: Introductionmentioning

confidence: 99%

Adaptive Sustainable Academic Management Practices

Popescu¹

2019

Sustainable Management Practices

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The unpredictable evolution at global level, in all aspects of society, as a whole, requires close attention from all socio-economic and even political entities, as well as from human decision-makers at various levels, in order to find viable solutions for what a robust and harmonious development of the whole society means. From this perspective, an essential role must be taken by academics and universities. Universities can be considered the true engines of society in terms of promoting, spreading and acquiring the elements that are defining sustainable development. University decision-makers have an obligation to resort to practices adapted to the evolution of the concept of sustainable development in relation to what is happening in the economic, social, political, demographic, ecological or technological spheres. A state of acceptance and awareness has to be created by all of what the society needs to prepare for future generations.

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Development and validation of a sustainable education scale

Çam‐Tosun,

Söğüt

2024

Sustainable Development

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This study introduces the Sustainable Education Scale (SES), a novel instrument designed to elicit teachers' perspectives on sustainable education. Grounded in human rights education, sustainable development, social justice, and psychometrics, this survey model‐driven study systematically develops and validates the SES. Drawing on an in‐depth literature review, expert opinions, and pilot testing, the SES comprises 19 items across four sub‐dimensions: Equality in Education, Inclusiveness in Education, Quality in Education, and Democratic Education. Designing a survey based on the quantitative research model, the data was gathered from 573 participating teachers via the criterion sampling method. Demographic analysis indicates that 65.09% of the participating teachers are female (n = 373), while 3.90% are male (n = 200), and most of them have undergraduate degrees with 21 years or more of teaching experience. Construct validity and factor structure were identified through exploratory factor analysis with 273 teacher responses, whereas the validation of the identified structure was performed through CFA from a sample of 300 teachers. Cronbach's alpha and composite reliability coefficient were calculated to ensure the reliability of the scale. The SES scale emerged as valid and reliable data to reveal teachers' perspectives on sustainable education. It stands as an innovative tool for researchers, policymakers, and educators to examine, promote, and advance global goals for inclusive, equitable, and quality learning.

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Sustainable education: basic principles and strategic recommendations

Cited by 20 publications

References 34 publications

Sustainable Education: Exploiting Students’ Energy for Learning as a Renewable Resource

Sustainable Education: Exploiting Students’ Energy for Learning as a Renewable Resource

Adaptive Sustainable Academic Management Practices

Development and validation of a sustainable education scale

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