The Press as a Resource for Promoting Sustainability Competencies in Teacher Training: The Case of SDG 7

Abstract

Given the seriousness of the socio-environmental situation we are facing, this study aims to contribute to the involvement of teachers in education for sustainability through the use of non-formal education, particularly the press. The main objectives of the present study are to analyse the use of the press in science education, as well as the design, implementation and evaluation of tools aimed at teachers and trainee researchers in order to encourage and promote attention to the Sustainable Development Goals (SDGs) and more specifically SDG 7 (clean and affordable energy for all) in science education. The proposals are carried out using a constructivist methodology in sessions structured in small collaborative groups. The initial results show that attention to the press is still insufficient, but that, nevertheless, the strategies designed contribute to raising awareness of the importance of SDG 7 and to the classroom treatment of the energy issue among the participants in the study who attend a Master’s degree program in secondary education teacher training (specialising in physics and chemistry) and a Master’s degree program in research in specific didactics (specialising in experimental sciences).

University Students’ Perspectives on Physics Education in Sustainable Development Goals

“…Some physics instructors also experience difficulties in teaching physics concepts related to technological developments, as seen from the response, which is 34.62% (disagree). This is in line with Chuliá-Jordán's research [9] that physics teachers sometimes experience difficulties in teaching physics concepts related to technological developments because rapid technological changes can lead to separation between the academic curriculum and the latest technological developments. An in-depth understanding of physics concepts is essential in addressing the challenges of sustainable development through the development of renewable technologies, energy efficiency, and innovative solutions [10].…”

“…Figure 6 presents Education for Sustainable Development (ESD) in the era of society 5.0. Statements on this variable contribute to the SDGs indicators, namely Quality Education (4), Decent Work and Economic Growth (8), and Innovation and Infrastructure (9), as for the statements presented in Table 4. The education system should integrate the principles of Society 5.0 into the physics education curriculum.…”

“…Physics education plays a crucial role in driving sustainable development [8]. It equips students with the knowledge and skills needed to comprehend and tackle complex scientific and technological challenges related to the SDGs [9,10]. By integrating the principles of the SDGs into physics education, students can develop a deeper understanding of the interplay between physics and the SDGs [11,12].…”

The contributing of chemistry learning in supporting education for sustainable development: A systematic literature review

“…Following are the results of the classification of articles based on competencies developed through the implementation of ESD in chemistry learning (Table 3). (Paristiowati et al 2022;Bramwell-Lalor et al 2020;Hasibuan et al 2021) Creative Thinking (Hasibuan et al 2021;Blatti et al 2019;Nurfadilah and Siswanto, 2020) Problem Solving (Hasibuan et al 2021;Blatti et al 2019) Systems Thinking (Eaton et al 2019;Wissinger et al 2021;Mahaffy et al 2019;Holme, 2020 Günter et al 2017;Juntunen and Aksela, 2013) Environmental Awareness (Paristiowati et al 2022;Ekantini and Wilujeng, 2018;Perkasa et al 2017;Günter et al 2017;Zidny and Eilks, 2022;Koutalidi and Scoullos, 2016;Perkasa and Aznam, 2016) Sustainability Awareness (Loste et al 2020;Hugerat, 2020;Chuliá-Jordán et al 2022) Based on Table 3 it is known that the implementation of ESD in chemistry learning can develop various competencies that can help overcome global challenges, such as communication skills, collaboration, and environmental awareness which are developed through the implementation of ESD using project-based learning (Paristiowati et al 2022;Bramwell-Lalor et al 2020). Communication and collaboration are two of the four skills of the 21st century.…”

Challenges and opportunities: application of clean and affordable energy in the development of the national capital of the archipelago

“…Along with increasing population and economic growth, electrical energy is increasing rapidly (Arora et al 2021). The relocation of the new state capital to Kalimantan Island is part of this, which is in dire need of large amounts of energy and the implementation of clean and affordable energy systems such as water and solar after the establishment of Kalimantan as the capital of the archipelago ( Chuliá-Jordán et al 2022). Energy management must be carried out wisely and requires appropriate and thorough strategies to be able to provide value for environmental ecosystems, sustainable development, and economic growth (Purnomo et al 2021).…”