The Wiley Handbook of Sustainability in Higher Education Learning and Teaching. Группа авторов. Читать онлайн. Newlib. NEWLIB.NET

Автор: Группа авторов
Издательство: John Wiley & Sons Limited
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Жанр произведения: Прочая образовательная литература
Год издания: 0
isbn: 9781119852834
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and measures for the implementation of the 2030 Agenda that focuses on 17 SDGs, where Quality Education (SDG 4) is understood as ensuring “inclusive and equitable quality education and promote lifelong learning opportunities for all.”

      Very often, sustainability is understood as having three dimensions: environmental, social, and economic. Kagawa (2007), Dvořáková and Zborková (2014), and Venkataraman (2009) are prominent scholars who contributed to the sustainability discourse by envisioning sustainability as a three‐dimensional endeavor. Efforts to achieve sustainability of these three dimensions collectively is understood as sustainability. For instance, environmental sustainability is achieved through efforts to conserve and enhance the natural resource base through sustainable consumption patterns. Social sustainability includes efforts to promote equity, diversity, and social justice. At the same time as environmental and social sustainability, economic sustainability is achieved through efforts to reduce poverty and promote fair trade. Garcia et al. (2017) state that the term “sustainable development” originates from the three dimensions, namely the environmental, economic, and sociocultural. On that ground, they emphasize the importance of “extensive collaboration among diverse partners” to implement a holistic approach to sustainability goals. They maintain that all three pillars of sustainable development need to be served to attain the transition to a sustainable society. Sustainability education, too, must therefore address these three dimensions to equip individuals with the knowledge, skills, and attitudes to make informed decisions in shaping sustainable futures. Earlier policy statements on sustainable transformations through education include environmental education (EE) in 1977, the introduction of education for sustainable development (ESD) during the Earth Summit in Rio in 1992, the announcement of the Decade for ESD in 2002 during the World Summit on Sustainable Development, the launch of the Global Action Programme (GAP) for ESD in 2014, and the Incheon Declaration (Education 2030: Toward Inclusive and Equitable Quality Education and Lifelong Learning for All). EE is the earliest form of ESD that is notable for its emphasis on public environmental concern and finding solutions for environmental issues. EE and ESD approaches to sustainability have certain overlaps as they are founded on the idea of conserving natural resources for the benefit of present and future generations. These overlaps have made them intrinsically connected. Even though EE emerged before ESD, it is understood today as part of ESD. In 2009, a UNESCO analysis identified that EE–ESD relationships can be understood in three ways: EE and ESD as equals; EE as a part of ESD; and ESD and EE as distinct. However, both EE and ESD are identified as crucial approaches to sustainable development (UNESCO 2009; Pavlova 2012).

      The purpose of ESD is to empower every individual to be responsible and accountable for their actions for the benefit of the present and future generations. Reflecting on their actions and their social, cultural, economic, and environmental implications from a local and a global perspective helps individuals transform their own actions. Addressing learning content and outcomes, pedagogy, and the learning environment, ESD provides holistic and transformational education. UNESCO understands ESD as transformational education through four major pillars: (i) learning content; (ii) pedagogy and learning environment; (iii) learning outcomes; and (iv) social transformations. As transformational learning content, UNESCO understands the integration of pressing issues, such as climate change, poverty, biodiversity, disaster risk reduction (DRR), and sustainable consumption and production (SCP), into the curriculum. Apart from integrating such content into the curriculum, ESD focuses on interactive, learner‐centered teaching and settings. This enables a smooth shift from teaching to learning and demands an action‐oriented, transformative pedagogy that accommodates self‐directed learning, participation and collaboration, problem‐orientation, inter‐ and transdisciplinarity, and the linking of formal and informal learning (UNESCO 2017). Such transformational pedagogy and learning environments are conducive to exploratory, action‐oriented transformative learning in a learner and also demand the rethinking of both physical and virtual learning environment to inspire learners to take action for sustainability. The third pillar, learning outcomes, encapsulates stimulating learning and promoting core competencies such as “critical and systemic thinking, collaborative decision‐making and taking responsibility for future generations.” The final pillar that supports ESD is societal transformation that is expected to “empower learners to transform themselves and society they live in.” Enabling a transition to greener economies and societies, equipping learners with skills for greener jobs, and encouraging people to have sustainable lifestyles are some examples of societal transformation (UNESCO 2017).

      The SDG on education recognizes ESD as part of Target 4.7 together with global citizenship education (GCED), which UNESCO promotes as a complementary approach. Moreover, realization of the SDG on education is crucial to the realization of the 16 other SDGs. ESD presents its learning objectives as specific cognitive, socioemotional, and behavioral learning outcomes. In short, ESD aims at equipping all individuals with the knowledge and competencies required to bring about transformation and thereby contribute to achieving SDGs. It demands the embedding of non‐formal and informal education with key cross‐cutting competencies related to sustainability in curricula in all educational institutions ranging from preschool to tertiary education.