Twenty Years of Education for Sustainable Development

Hopkins, Charles

doi:10.1177/097340821100600101

Cited by 37 publications

(34 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In this study we furthermore developed a novel instrument to tap into the two essential traits of ESD as defined by UNESCO and scholars in the field of ESD research [13,21,29,30]: the holistic approach to contents and the pluralistic approach to teaching. Our results establish this measurement instrument as valid and reliable.…”

Section: Discussionmentioning

confidence: 99%

“…These two are well recognized in the literature: "ESD continues to grow both in content and pedagogy and its visibility and respect have grown in parallel" [13] (p. 2). As seen in the UNESCO definition, ESD contents cover diverse disciplines: climate change, poverty reduction, consumption etc., and interdisciplinarity is crucial to understand the complexity of SD issues [15,16].…”

Section: Esd As a Response To The Call For Sdmentioning

confidence: 99%

“…During the Decade, ESD was launched as an approach to teaching and learning that promotes SD. ESD has grown from an idea into a global movement [13], and the understanding of what it is or should be has evolved during the DESD. The [14].…”

Section: Esd As a Response To The Call For Sdmentioning

confidence: 99%

“…Learning is thought to take place through the pluralistic interceptions of social, economic, and environmental perspectives [29]. These two essential features of ESD have been recognized as challenges for teachers and schools that strive to implement ESD [13,30,31].…”

Section: Esd As a Response To The Call For Sdmentioning

confidence: 99%

See 3 more Smart Citations

The Effectiveness of Education for Sustainable Development

et al. 2015

View full text Add to dashboard Cite

Abstract:Perhaps the most important issue in our time is how to sustain our planet's resources, while developing wealth and well-being for a growing population. This monumental task has been defined in the concept of sustainable development (SD). During the last few decades the world communities have agreed upon addressing SD through international treaties. As a response Education for Sustainable Development (ESD) has been launched as an answer to cope with sustainability. However, empirical studies are a missing link in the discourse around ESD, where decisions and implementation strategies are heavily based on policy recommendations and gut feelings by practitioners. We used data from 2413 students in grades 6, 9, and 12 from 51 schools across Sweden to study the effectiveness of ESD. In line with the current debate on the definition of ESD, we quantified the extent to which teaching can be labeled as holistic and/or pluralistic. Through a series of descriptive analyses and the estimation of structural equation models, our results indicate that ESD can indeed impact on student outcomes in terms of their sustainability consciousness. The results of this study reveal the key role ESD plays in addressing SD, paving the way for a more sustainable future.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Esd As a Response To The Call For Sdmentioning

confidence: 99%

Section: Esd As a Response To The Call For Sdmentioning

confidence: 99%

Section: Esd As a Response To The Call For Sdmentioning

confidence: 99%

See 2 more Smart Citations

The Effectiveness of Education for Sustainable Development

et al. 2015

View full text Add to dashboard Cite

show abstract

“…The concept of "sustainability education" first emerged in "Our Common Future", also known as the Brundtland Report, issued by the United Nations World Commission on Environment and Development (WCED) in 1987 [8]. UNESCO (United Nations Educational, Scientific, and Cultural Organization) also launched Education for Sustainable Development (ESD) as a guide to teaching and learning that promotes sustainable development growing from an idea into a global movement [9,10]. Nowadays, there are two main research fields in the education of sustainable development: (1) learning contents: what kind of topics and contents should be taught in courses?…”

Section: Introductionmentioning

confidence: 99%

Enhancing the Efficiency of Massive Online Learning by Integrating Intelligent Analysis into MOOCs with an Application to Education of Sustainability

Zhou

2018

Sustainability

View full text Add to dashboard Cite

Massive Open Online Courses (MOOCs) is an innovative method in modern education, especially important for autonomous study and the sharing of global excellent education resources. However, it is not easy to implement the teaching process according to the specific characters of students by MOOCs because the number of participants is huge and the teacher cannot identify the characters of students through a face to face interaction. As a new subject combined with different areas, such as economics, sociology, environment, and even engineering, the education of sustainability-related courses requires elaborate consideration of individualized teaching for students from diverse backgrounds and with different learning styles. Although the major MOOC platforms or learning management systems (LMSs) have tried lots of efforts in the design of course system and the contents of the courses for sustainability education, the achievements are still unsatisfied, at least the issue of how to effectively take into account the individual characteristics of participants remains unsolved. A hybrid Neural Network (NN) model is proposed in this paper which integrates a Convolutional Neural Networks (CNN) and with a Gated Recurrent Unit (GRU) based Recurrent Neural Networks (RNN) in an effort to detect individual learning style dynamically. The model was trained by learners' behavior data and applied to predicting their learning styles. With identified learning style for each learner, the power of MOOC platform can be greatly enhanced by being able to offer the capabilities of recommending specific learning path and the relevant contents individually according to their characters. The efficiency of learning can thus be significantly improved. The proposed model was applied to the online study of sustainability-related course based on a MOOC platform with more than 9,400,000 learners. The results revealed that the learners could effectively increase their learning efficiency and quality for the courses when the learning styles are identified, and proper recommendations are made by using our method.

show abstract