Nelly Kostoulas-Makrakis | University of Crete (original) (raw)

Papers by Nelly Kostoulas-Makrakis

Sustainability, Jun 22, 2024

Sustainability, May 12, 2024

This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

Sustainability, Jan 14, 2024

This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

Περιβαλλοντική Εκπαίδευση για την Αειφορία

Σε αυτή την εργασία παρουσιάζουμε μια μετασχηματιστική μαθησιακή προσέγγιση που ονομάζεται CARE (... more Σε αυτή την εργασία παρουσιάζουμε μια μετασχηματιστική μαθησιακή προσέγγιση που ονομάζεται CARE (Conceptualization, Activation, Reflection, Engagement) και η οποία συνδέεται με την εκπαίδευση για την αειφόρο / βιώσιμη ανάπτυξη. Η μαθησιακή προσέγγιση CARE περιλαμβάνει τέσσερις διαδραστικές διαδικασίες οι οποίες ξεκινούν από την εννοιολόγηση της μαθησιακής παρέμβασης, στη συνέχεια ακολουθεί η ενεργοποίηση η οποία υποστηρίζεται από τον κριτικό αναστοχασμό, και τέλος έχουμε την εμπλοκή των μαθητών για δράση. Επιχειρώντας να συνδέσουμε τη θεωρία με την πράξη, θα εστιάσουμε στην ανάπτυξη μιας μαθησιο-κεντρικής δραστηριότητας (Πρόσφυγες που διασχίζουν το Αιγαίο: Μαθαίνοντας από την Ιστορία) με την εφαρμογή της μεθοδολογίας CARE η οποία υποστηρίζεται από ψηφιακές τεχνολογίες. Το διδακτικό και μαθησιακό αφήγημα ενσωματώνει διάφορες γνωστικές περιοχές, όπως η Ιστορία, η Γεωγραφία, η Κοινωνική και Πολιτική Αγωγή και η Γλώσσα. Mέσα από τη μαθησιακή προσέγγιση CARE, οι μαθητές συνδέουν τα 3Hs ...

Sustainability, 2024

This study aims to investigate the role of Information and Communication Technologies-enabled Edu... more This study aims to investigate the role of Information and Communication Technologies-enabled Education for Sustainability (ICTeEfS), critical reflection, and transformative teaching and learning beliefs in predicting students’ attitudes about seeking sustainability justice. A total of 1497 students from seven universities in Indonesia (374), Malaysia (426), and Vietnam (697) trialed four new scales measuring (a) knowledge of merging ICT with education for sustainability, (b) critical reflective practice, (c) sustainability justice attitudes, and (d) transformative teaching and learning beliefs. The findings show that the four scales are reliable and could be used in other research on education for sustainability. Differences were observed for gender, year of study, subject of study, ICT skills, and knowledge of education for sustainability. Regression analysis highlighted that sustainability justice is a multidimensional concept composed of several constructs with a specific reference to critical reflection, transformative teaching and learning beliefs. The implications for education, practice and further research are discussed.

Sustainability , 2024

There is an increasing interest and effort in reorienting university curricula to address sustain... more There is an increasing interest and effort in reorienting university curricula to address sustainability and preparing teachers to get involved in embedding sustainability and the UN’s Sustainable Development Goals (SDGs) in teaching and curricula enabled by Information and Communication Technologies (ICTs). Evidence shows that this interest and effort is often prevented by various barriers at three levels: teacher- level barriers, school-level barriers, and system-level barriers. In this study, the attempt was geared towards identifying the constituencies of these three levels of barriers and examining the extent to which they predict teachers’ motivation to embed sustainability and SDGs in various school subject areas, including arts-based education. A survey of 1253 teachers in Malaysia revealed that the teacher- and system-level barriers explain 83% of the motivation variance. By identifying, addressing, and investigating these barriers, higher education institutions—and especially teacher education—could be better informed in reorienting university curricula to embed ICT-enabled Education for Sustainability (ICTeEfS). These results were also used in planning and implementing in-service teacher training interventions in the context of a European Commission Erasmus+-funded project.
Keywords: ICT; Education for Sustainability; teacher-level barriers; school-level barriers; system-level barriers; motivation; SDGs; arts-based education

Sustainability, 2023

This paper explores the ways in which a participatory curriculum planning model could help to add... more This paper explores the ways in which a participatory curriculum planning model could help to address the embedding of an education on sustainability into higher education institutions; this is enabled by ICTs and is in particular reference to Indonesia, Malaysia, and Vietnam. Transforming university curricula in order to address sustainability has been tackled effectively through the development of a participatory curriculum planning model that was applied in seven higher education institutions. The interventions carried out by the ICTeEfS initiative have contributed significantly to producing a corpus of university teaching staff in each partner university which, in turn, has initiated curriculum revisions to address sustainability, mostly in teacher education.
Keywords: participatory curriculum development; capacity building; sustainable development

Knowledge

This paper describes the processes of embedding Sustainability Justice in secondary education cur... more This paper describes the processes of embedding Sustainability Justice in secondary education curricula for economic courses in Greece applying the DeCoRe plus methodology and participatory action research. These processes resulted in a reconstructed curriculum that was implemented by nine teachers teaching courses in economics. Sustainability justice emphasizes the ethics and praxis of education for sustainability and requires an understanding of the curriculum as a process and praxis and teaching as an ethical and political praxis. The implementation of the diagnostic evaluation of DeCoRe plus showed that economics teachers in Greece select more behavioral than constructive-emancipatory teaching approaches. On the other hand, the implementation of the reconstructed curriculum units in their courses using the DeCoRe plus methodology revealed a shift from instructive to constructivist and emancipatory teaching and learning approaches. Teachers by the great majority declared the poli...

Sustainability

This paper explores the ways in which a participatory curriculum planning model could help to add... more This paper explores the ways in which a participatory curriculum planning model could help to address the embedding of an education on sustainability into higher education institutions; this is enabled by ICTs and is in particular reference to Indonesia, Malaysia, and Vietnam. Transforming university curricula in order to address sustainability has been tackled effectively through the development of a participatory curriculum planning model that was applied in seven higher education institutions. The interventions carried out by the ICTeEfS initiative have contributed significantly to producing a corpus of university teaching staff in each partner university which, in turn, has initiated curriculum revisions to address sustainability, mostly in teacher education.

Discourse and Communication for Sustainable Education, 2012

In this paper, we look at the University of Crete experience to integrate the concept of sustaina... more In this paper, we look at the University of Crete experience to integrate the concept of sustainable development across all its operations. Through a review of current sustainability practices of universities worldwide, this paper has identified a number of principles for developing a sustainable university. These principles are then used as a framework for analysing the sustainable initiatives being implemented at the University of Crete in the context of the Reorient University Curricula to Address Sustainability (RUCAS) project - an EU-Tempus initiative. This effort has been backed-up by two research studies, which indicate the urgent need for institutionalising sustainability across all university functions.

Higher education plays a unique and critical role, one often underestimated and/or neglected in b... more Higher education plays a unique and critical role, one often underestimated and/or neglected in building a more sustainable society. This paper deals with the piloting and validation of an interdisciplinary minor program in climate change and sustainability policy across 10 universities in Egypt, Jordan and Lebanon. It is a European Commission funded programme led by the University of Crete, Greece. A holistic and innovative assessment instrument was developed based on experiential, constructivist and transformative approaches to sustainability education. A pre-test questionnaire was given to assess: 1) previous teaching and learning practices; 2) sustainability education competences and 3) interdisciplinarity consisted of three scales-interdisciplinary skills, reflective behavior, and recognizing disciplinary perspectives as well as key learning pillars and critical skills. The same test was given at the end of the semester. The reliability tests performed showed that all the scales were valid for further statistical analysis. The pre-test and post-test analysis revealed statistically significant changes in students' performance as a result of the impact of the CLIMASP minor courses.

Sustainability and Climate Change, 2021

International Journal of Early Years Education, 2020

ABSTRACT The displacement of thousands of people from countries facing war and violence has resul... more ABSTRACT The displacement of thousands of people from countries facing war and violence has resulted in a refugee crisis that most host countries were not prepared to cope with. As a significant number of them are children, the education systems and educators were found unprepared to respond to the rights of refugee children for education. In this paper, we will present a learning design methodology entitled CARE aimed at helping teachers, especially in the early years education to develop student-driven learning activities focusing on refugee responsive teaching and learning. The CARE methodology has been developed through the experiences gained from training interventions with teacher educators in Egypt, a country that has received thousands of refugees in recent years. We have used an exemplary theme entitled ‘Refugees Crossing the Aegean: Learning from History’ to show the innovative aspects of the CARE learning design methodology.

Διεθνές Συνέδριο για την Ανοικτή & εξ Αποστάσεως Εκπαίδευση, 2016

Research on e-Learning and ICT in Education, 2016

The sustainability crisis that the world is facing needs a new paradigm in teaching, learning and... more The sustainability crisis that the world is facing needs a new paradigm in teaching, learning and curriculum contrasted to the one dominated in the 20th Century. A critical and emancipatory perspective of problem-based learning (PBL) enabled by information and communication technologies (ICTs) may contribute to this shift. In this paper, we extend beyond the focus on the 4Cs to what we term 10Cs, which in turn drives our approach to a PBL model that can provide a mechanism for transforming teaching, learning and curriculum towards building a more sustainable society. The well-known classic 4Cs skills (communication, collaboration, creativity, critical thinking) is transformed to 10Cs transversal skills including, critical consciousness, connectivity, critical reflection, co-responsibility, cros/inter-cultural understanding and constructing knowledge. The 10Cs transversal skills are then integrated into the six key processes of our interdisciplinary PBL model and the six pillars of global learning goals for 21st century that can be enabled by ICTs and a specially developed graphic organizer, To clarify our instructional-learning approach we use the controversial topic of ‘smoking ban’ as an example.

Evaluation and Program Planning, 2016

Quantitative and qualitative approaches to planning and evaluation in education for sustainable d... more Quantitative and qualitative approaches to planning and evaluation in education for sustainable development have often been treated by practitioners from a single research paradigm. This paper discusses the utility of mixed method evaluation designs which integrate qualitative and quantitative data through a sequential transformative process. Sequential mixed method data collection strategies involve collecting data in an iterative process whereby data collected in one phase contribute to data collected in the next. This is done through examples from a programme addressing the 'Reorientation of University Curricula to Address Sustainability (RUCAS): A European Commission Tempus-funded Programme'. It is argued that the two approaches are complementary and that there are significant gains from combining both. Using methods from both research paradigms does not, however, mean that the inherent differences among epistemologies and methodologies should be neglected. Based on this experience, it is recommended that using a sequential transformative mixed method evaluation can produce more robust results than could be accomplished using a single approach in programme planning and evaluation focussed on education for sustainable development.

Journal of Teacher Education for Sustainability, 2010

Developing and Applying a Critical and Transformative Model to Address ESD in Teacher Education A... more Developing and Applying a Critical and Transformative Model to Address ESD in Teacher Education A reflective case study approach, including focus interviews, reflective/reflexive journals and analysis of project-based works of 30 pre-service teachers participating in an undergraduate course was employed to investigate the discrepancy between the teachers' constructivist conceptions and the actual practice. The identified discrepancy seemed to be an outcome of the difficulty translating constructivism into teaching practice, but also of the misleading conception of constructivism as a homogeneous philosophy. Through reflective practice, participants were able to deconstruct and reconstruct their theories and practices of teaching in more emancipatory ways addressing issues of education for sustainable development (ESD). This case study helped understand the nature of change process towards teaching and learning for more sustainable futures.

Practice, Progress, and Proficiency in Sustainability

The environmental, economic, and social crises we are increasingly confronted with locally and gl... more The environmental, economic, and social crises we are increasingly confronted with locally and globally, including climate change, ozone depletion, biodiversity loss, and also economic and social issues, such as poverty, social inequalities, violation of human rights, gender inequalities, loss of indigenous knowledge, etc. call for changes in the ways we think, work, and act. In this context, a course dealing with intercultural communication and sustainable leadership that is part of a M.Sc. programme on ICT in Education for Sustainable Development has been developed and is studied in this chapter. The course puts emphasis on the most urgent and critical social, environmental, and economic challenges facing the world and explores how leaders from education, business, government and civil society are responding to global/local sustainability challenges. In particular, it elaborates on the nature of sustainability leadership and how it can contribute to transformational change. It doe...

World Sustainability Series, 2014

Higher education plays a unique and critical role, one often underestimated and/or neglected in m... more Higher education plays a unique and critical role, one often underestimated and/or neglected in making a more sustainable society. This paper deals with the development of an interdisciplinary minor programme on climate change and sustainability policy across 10 universities in Egypt, Jordan and Lebanon. It is a European Commission funded programme led by the University of Crete, Greece. Climate change is one of the most pressing issues affecting all regions in the world and especially the Middle East and Mediterranean region which is the focus of this paper. The climate change topic should shift from a strict disciplinary orientation focused on natural sciences to a science, educational, economic and sociological orientation. The evolved CLIMASP initiative is designed to develop, implement and assess interdisciplinary minors that aspire to meet the needs of climate change education and sustainability policy.

Sustainability, Jun 22, 2024

Sustainability, May 12, 2024

This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

Sustainability, Jan 14, 2024

This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

Περιβαλλοντική Εκπαίδευση για την Αειφορία

Σε αυτή την εργασία παρουσιάζουμε μια μετασχηματιστική μαθησιακή προσέγγιση που ονομάζεται CARE (... more Σε αυτή την εργασία παρουσιάζουμε μια μετασχηματιστική μαθησιακή προσέγγιση που ονομάζεται CARE (Conceptualization, Activation, Reflection, Engagement) και η οποία συνδέεται με την εκπαίδευση για την αειφόρο / βιώσιμη ανάπτυξη. Η μαθησιακή προσέγγιση CARE περιλαμβάνει τέσσερις διαδραστικές διαδικασίες οι οποίες ξεκινούν από την εννοιολόγηση της μαθησιακής παρέμβασης, στη συνέχεια ακολουθεί η ενεργοποίηση η οποία υποστηρίζεται από τον κριτικό αναστοχασμό, και τέλος έχουμε την εμπλοκή των μαθητών για δράση. Επιχειρώντας να συνδέσουμε τη θεωρία με την πράξη, θα εστιάσουμε στην ανάπτυξη μιας μαθησιο-κεντρικής δραστηριότητας (Πρόσφυγες που διασχίζουν το Αιγαίο: Μαθαίνοντας από την Ιστορία) με την εφαρμογή της μεθοδολογίας CARE η οποία υποστηρίζεται από ψηφιακές τεχνολογίες. Το διδακτικό και μαθησιακό αφήγημα ενσωματώνει διάφορες γνωστικές περιοχές, όπως η Ιστορία, η Γεωγραφία, η Κοινωνική και Πολιτική Αγωγή και η Γλώσσα. Mέσα από τη μαθησιακή προσέγγιση CARE, οι μαθητές συνδέουν τα 3Hs ...

Sustainability, 2024

This study aims to investigate the role of Information and Communication Technologies-enabled Edu... more This study aims to investigate the role of Information and Communication Technologies-enabled Education for Sustainability (ICTeEfS), critical reflection, and transformative teaching and learning beliefs in predicting students’ attitudes about seeking sustainability justice. A total of 1497 students from seven universities in Indonesia (374), Malaysia (426), and Vietnam (697) trialed four new scales measuring (a) knowledge of merging ICT with education for sustainability, (b) critical reflective practice, (c) sustainability justice attitudes, and (d) transformative teaching and learning beliefs. The findings show that the four scales are reliable and could be used in other research on education for sustainability. Differences were observed for gender, year of study, subject of study, ICT skills, and knowledge of education for sustainability. Regression analysis highlighted that sustainability justice is a multidimensional concept composed of several constructs with a specific reference to critical reflection, transformative teaching and learning beliefs. The implications for education, practice and further research are discussed.

Sustainability , 2024

There is an increasing interest and effort in reorienting university curricula to address sustain... more There is an increasing interest and effort in reorienting university curricula to address sustainability and preparing teachers to get involved in embedding sustainability and the UN’s Sustainable Development Goals (SDGs) in teaching and curricula enabled by Information and Communication Technologies (ICTs). Evidence shows that this interest and effort is often prevented by various barriers at three levels: teacher- level barriers, school-level barriers, and system-level barriers. In this study, the attempt was geared towards identifying the constituencies of these three levels of barriers and examining the extent to which they predict teachers’ motivation to embed sustainability and SDGs in various school subject areas, including arts-based education. A survey of 1253 teachers in Malaysia revealed that the teacher- and system-level barriers explain 83% of the motivation variance. By identifying, addressing, and investigating these barriers, higher education institutions—and especially teacher education—could be better informed in reorienting university curricula to embed ICT-enabled Education for Sustainability (ICTeEfS). These results were also used in planning and implementing in-service teacher training interventions in the context of a European Commission Erasmus+-funded project.
Keywords: ICT; Education for Sustainability; teacher-level barriers; school-level barriers; system-level barriers; motivation; SDGs; arts-based education

Sustainability, 2023

This paper explores the ways in which a participatory curriculum planning model could help to add... more This paper explores the ways in which a participatory curriculum planning model could help to address the embedding of an education on sustainability into higher education institutions; this is enabled by ICTs and is in particular reference to Indonesia, Malaysia, and Vietnam. Transforming university curricula in order to address sustainability has been tackled effectively through the development of a participatory curriculum planning model that was applied in seven higher education institutions. The interventions carried out by the ICTeEfS initiative have contributed significantly to producing a corpus of university teaching staff in each partner university which, in turn, has initiated curriculum revisions to address sustainability, mostly in teacher education.
Keywords: participatory curriculum development; capacity building; sustainable development

Knowledge

This paper describes the processes of embedding Sustainability Justice in secondary education cur... more This paper describes the processes of embedding Sustainability Justice in secondary education curricula for economic courses in Greece applying the DeCoRe plus methodology and participatory action research. These processes resulted in a reconstructed curriculum that was implemented by nine teachers teaching courses in economics. Sustainability justice emphasizes the ethics and praxis of education for sustainability and requires an understanding of the curriculum as a process and praxis and teaching as an ethical and political praxis. The implementation of the diagnostic evaluation of DeCoRe plus showed that economics teachers in Greece select more behavioral than constructive-emancipatory teaching approaches. On the other hand, the implementation of the reconstructed curriculum units in their courses using the DeCoRe plus methodology revealed a shift from instructive to constructivist and emancipatory teaching and learning approaches. Teachers by the great majority declared the poli...

Sustainability

This paper explores the ways in which a participatory curriculum planning model could help to add... more This paper explores the ways in which a participatory curriculum planning model could help to address the embedding of an education on sustainability into higher education institutions; this is enabled by ICTs and is in particular reference to Indonesia, Malaysia, and Vietnam. Transforming university curricula in order to address sustainability has been tackled effectively through the development of a participatory curriculum planning model that was applied in seven higher education institutions. The interventions carried out by the ICTeEfS initiative have contributed significantly to producing a corpus of university teaching staff in each partner university which, in turn, has initiated curriculum revisions to address sustainability, mostly in teacher education.

Discourse and Communication for Sustainable Education, 2012

In this paper, we look at the University of Crete experience to integrate the concept of sustaina... more In this paper, we look at the University of Crete experience to integrate the concept of sustainable development across all its operations. Through a review of current sustainability practices of universities worldwide, this paper has identified a number of principles for developing a sustainable university. These principles are then used as a framework for analysing the sustainable initiatives being implemented at the University of Crete in the context of the Reorient University Curricula to Address Sustainability (RUCAS) project - an EU-Tempus initiative. This effort has been backed-up by two research studies, which indicate the urgent need for institutionalising sustainability across all university functions.

Higher education plays a unique and critical role, one often underestimated and/or neglected in b... more Higher education plays a unique and critical role, one often underestimated and/or neglected in building a more sustainable society. This paper deals with the piloting and validation of an interdisciplinary minor program in climate change and sustainability policy across 10 universities in Egypt, Jordan and Lebanon. It is a European Commission funded programme led by the University of Crete, Greece. A holistic and innovative assessment instrument was developed based on experiential, constructivist and transformative approaches to sustainability education. A pre-test questionnaire was given to assess: 1) previous teaching and learning practices; 2) sustainability education competences and 3) interdisciplinarity consisted of three scales-interdisciplinary skills, reflective behavior, and recognizing disciplinary perspectives as well as key learning pillars and critical skills. The same test was given at the end of the semester. The reliability tests performed showed that all the scales were valid for further statistical analysis. The pre-test and post-test analysis revealed statistically significant changes in students' performance as a result of the impact of the CLIMASP minor courses.

Sustainability and Climate Change, 2021

International Journal of Early Years Education, 2020

ABSTRACT The displacement of thousands of people from countries facing war and violence has resul... more ABSTRACT The displacement of thousands of people from countries facing war and violence has resulted in a refugee crisis that most host countries were not prepared to cope with. As a significant number of them are children, the education systems and educators were found unprepared to respond to the rights of refugee children for education. In this paper, we will present a learning design methodology entitled CARE aimed at helping teachers, especially in the early years education to develop student-driven learning activities focusing on refugee responsive teaching and learning. The CARE methodology has been developed through the experiences gained from training interventions with teacher educators in Egypt, a country that has received thousands of refugees in recent years. We have used an exemplary theme entitled ‘Refugees Crossing the Aegean: Learning from History’ to show the innovative aspects of the CARE learning design methodology.

Διεθνές Συνέδριο για την Ανοικτή & εξ Αποστάσεως Εκπαίδευση, 2016

Research on e-Learning and ICT in Education, 2016

The sustainability crisis that the world is facing needs a new paradigm in teaching, learning and... more The sustainability crisis that the world is facing needs a new paradigm in teaching, learning and curriculum contrasted to the one dominated in the 20th Century. A critical and emancipatory perspective of problem-based learning (PBL) enabled by information and communication technologies (ICTs) may contribute to this shift. In this paper, we extend beyond the focus on the 4Cs to what we term 10Cs, which in turn drives our approach to a PBL model that can provide a mechanism for transforming teaching, learning and curriculum towards building a more sustainable society. The well-known classic 4Cs skills (communication, collaboration, creativity, critical thinking) is transformed to 10Cs transversal skills including, critical consciousness, connectivity, critical reflection, co-responsibility, cros/inter-cultural understanding and constructing knowledge. The 10Cs transversal skills are then integrated into the six key processes of our interdisciplinary PBL model and the six pillars of global learning goals for 21st century that can be enabled by ICTs and a specially developed graphic organizer, To clarify our instructional-learning approach we use the controversial topic of ‘smoking ban’ as an example.

Evaluation and Program Planning, 2016

Quantitative and qualitative approaches to planning and evaluation in education for sustainable d... more Quantitative and qualitative approaches to planning and evaluation in education for sustainable development have often been treated by practitioners from a single research paradigm. This paper discusses the utility of mixed method evaluation designs which integrate qualitative and quantitative data through a sequential transformative process. Sequential mixed method data collection strategies involve collecting data in an iterative process whereby data collected in one phase contribute to data collected in the next. This is done through examples from a programme addressing the 'Reorientation of University Curricula to Address Sustainability (RUCAS): A European Commission Tempus-funded Programme'. It is argued that the two approaches are complementary and that there are significant gains from combining both. Using methods from both research paradigms does not, however, mean that the inherent differences among epistemologies and methodologies should be neglected. Based on this experience, it is recommended that using a sequential transformative mixed method evaluation can produce more robust results than could be accomplished using a single approach in programme planning and evaluation focussed on education for sustainable development.

Journal of Teacher Education for Sustainability, 2010

Developing and Applying a Critical and Transformative Model to Address ESD in Teacher Education A... more Developing and Applying a Critical and Transformative Model to Address ESD in Teacher Education A reflective case study approach, including focus interviews, reflective/reflexive journals and analysis of project-based works of 30 pre-service teachers participating in an undergraduate course was employed to investigate the discrepancy between the teachers' constructivist conceptions and the actual practice. The identified discrepancy seemed to be an outcome of the difficulty translating constructivism into teaching practice, but also of the misleading conception of constructivism as a homogeneous philosophy. Through reflective practice, participants were able to deconstruct and reconstruct their theories and practices of teaching in more emancipatory ways addressing issues of education for sustainable development (ESD). This case study helped understand the nature of change process towards teaching and learning for more sustainable futures.

Practice, Progress, and Proficiency in Sustainability

The environmental, economic, and social crises we are increasingly confronted with locally and gl... more The environmental, economic, and social crises we are increasingly confronted with locally and globally, including climate change, ozone depletion, biodiversity loss, and also economic and social issues, such as poverty, social inequalities, violation of human rights, gender inequalities, loss of indigenous knowledge, etc. call for changes in the ways we think, work, and act. In this context, a course dealing with intercultural communication and sustainable leadership that is part of a M.Sc. programme on ICT in Education for Sustainable Development has been developed and is studied in this chapter. The course puts emphasis on the most urgent and critical social, environmental, and economic challenges facing the world and explores how leaders from education, business, government and civil society are responding to global/local sustainability challenges. In particular, it elaborates on the nature of sustainability leadership and how it can contribute to transformational change. It doe...

World Sustainability Series, 2014

Higher education plays a unique and critical role, one often underestimated and/or neglected in m... more Higher education plays a unique and critical role, one often underestimated and/or neglected in making a more sustainable society. This paper deals with the development of an interdisciplinary minor programme on climate change and sustainability policy across 10 universities in Egypt, Jordan and Lebanon. It is a European Commission funded programme led by the University of Crete, Greece. Climate change is one of the most pressing issues affecting all regions in the world and especially the Middle East and Mediterranean region which is the focus of this paper. The climate change topic should shift from a strict disciplinary orientation focused on natural sciences to a science, educational, economic and sociological orientation. The evolved CLIMASP initiative is designed to develop, implement and assess interdisciplinary minors that aspire to meet the needs of climate change education and sustainability policy.

Digitalization, New Media, and Education for Sustainable Development, 2023

Digital storytelling and participatory video (PV) are closely linked since they share common obje... more Digital storytelling and participatory video (PV) are closely linked since they share common objectives, development tools, and methodologies. They are not just informative but purposefully aim to empower, educate, and activate people toward building a more sustainable and just society. This chapter describes both digital storytelling as a tool and as a teaching and learning methodology applied in an Erasmus+ project in Southeast Asia. It has been revealed that the interaction between digital technology and education for sustainability creates new opportunities to address sustainability, as well as new challenges. The teachers trained produced digital storytelling/PV applications that can be categorized as "authentic" learning activities addressing issues in the "real world." It was widely assumed that teachers involved in this process learned to view teaching and learning from alternative ways, feeling ownership and control of their own learning and experiencing a sense of contribution to society and the environment.

Digitalization, New Media and Education for Sustainable Development, 2023

Digital storytelling and participatory video (PV) are closely linked since they share common obje... more Digital storytelling and participatory video (PV) are closely linked since they share common objectives, development tools, and methodologies. They are not just informative but purposefully aim to empower, educate, and activate people toward building a more sustainable and just society. This chapter describes both digital storytelling as a tool and as a teaching and learning methodology applied in an Erasmus+ project in Southeast Asia. It has been revealed that the interaction between digital technology and education for sustainability creates new opportunities to address sustainability, as well as new challenges. The teachers trained produced digital storytelling/PV applications that can be categorized as "authentic" learning activities addressing issues in the "real world." It was widely assumed that teachers involved in this process learned to view teaching and learning from alternative ways, feeling ownership and control of their own learning and experiencing a sense of contribution to society and the environment.

Ενεργός Πολίτης και Εκπαίδευση, 2008

Η εργασία αυτή αναφέρεται στη σημασία και τον ρόλο του ενεργού πολίτη στο πλαίσιο της εκπαίδευσης... more Η εργασία αυτή αναφέρεται στη σημασία και τον ρόλο του ενεργού πολίτη στο πλαίσιο της εκπαίδευσης για τη βιώσιμη ανάπτυξη. Η έννοια της «βιώσιμης ανάπτυξης» αναφέρεται τόσο στο παρόν όσο και στο μέλλον και δεν σχετίζεται με έναν προκαθορισμένο στόχο. Πρόκειται για μια συνεχώς εξελισσόμενη έννοια, η οποία μπορεί
να ερμηνεύεται και να καθορίζεται με βάση το εκάστοτε κοινωνικό-πολιτισμικό πλαίσιο. Η διασύνδεση της βιώσιμης ανάπτυξης με την εκπαίδευση και την ιδιότητα του πολίτη εκφράζεται ιδιαίτερα με την απόφαση της Γενικής Συνέλευσης των Ηνωμένων Εθνών, στη 57η Συνεδρία, τον Σεπτέμβριο του 2002, να κηρύξει την περίοδο 2005-2014 ως τη Δεκαετία της Εκπαίδευσης για τη Βιώσιμη Ανάπτυξη (ΔΕΒΑ). Στην εργασία αυτή, υποστηρίζεται ότι για την πορεία προς ένα
βιώσιμο μέλλον απαιτούνται ριζικές αλλαγές στο σύστημα αξιών, στις στάσεις, στον τρόπο ζωής των ατόμων και της κοινωνίας καθώς και τον επαναπροσδιορισμό της πολυδιάστατης ιδιότητας του πολίτη. Συνεπώς, για να προετοιμάσουμε τον ενεργό πολίτη στο πλαίσιο της
εκπαίδευσης για ένα βιώσιμο μέλλον θα πρέπει: 1) να ποδεσμευτούμε από την έννοια των στατικών κοινωνικών και πολιτισμικών δομών, 2) να περάσουμε από τη στατική/παθητική κατάσταση στην ενεργό συμμετοχή και δράση και 3) να αποκτήσουμε μια κριτική θεώρηση και επανεξέταση των αρχών και αξιών του πολιτισμικού μας πλαισίου. Στο πλαίσιο αυτό παρουσιάζουμε ένα ενδεικτικό διδακτικό σενάριο: «Η τροφή ως ανθρώπινο δικαίωμα και ως ανθρώπινη ανάγκη», το οποίο συνδέουμε με διάφορα μαθήματα του αναλυτικού προγράμματος.

A Decade of Progress on Education for Sustainable Development Reflections from the UNESCO Chairs Programme, 2017

Humanistic futures of learning. Perspectives from UNESCO Chairs and UNITWIN Networks, 2020

The authors provide their understanding of meaningful learning in a world that is increasingly ch... more The authors provide their understanding of meaningful learning in a world that is increasingly characterized by cultural, environmental and sustainable injustice. They elaborate on the use of ICTs to enhance a set of 10 skills needed to cultivate meaningful learning. In a world that is experiencing rapid advancements in technology, they argue that we must look beyond the 4Cs, and that co-responsibility is a non-negotiable.

Nelly Kostoulas Makrakis, 2014

Nelly Kostoulas Makrakis, 1995

8ο ΣΥΝΕΔΡΙΟ της Π.Ε.ΕΚ.Π.Ε. “Η Περιβαλλοντική Εκπαίδευση με στόχο την Αειφορία στην εποχή της κλιματικής αλλαγής”, 2021

Η παρούσα εισήγηση αναφέρεται στη Διακήρυξη του Καταστατικού Χάρτη της Γης (Earth Charter) και τη... more Η παρούσα εισήγηση αναφέρεται στη Διακήρυξη του Καταστατικού Χάρτη της Γης (Earth Charter) και την αξιοποίησή του στην πρωτοβάθμια και τριτοβάθμια εκπαίδευση μέσα από τις περιπτώσεις εφαρμογής του σε σχολικές μονάδες της Διεύθυνσης Πρωτοβάθμιας Εκπαίδευσης Β΄ Αθήνας και σε μαθήματα του προπτυχιακού προγράμματος σπουδών του Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευση του Πανεπιστημίου Κρήτης. Σε κάθε περίπτωση γίνεται αναλυτική περιγραφή της μεθοδολογικής προσέγγισης που ακολουθήθηκε και του τρόπου ενσωμάτωσης του Καταστατικού Χάρτη της Γης στο πρόγραμμα σπουδών.
ΛΕΞΕΙΣ ΚΛΕΙΔΙΑ: Kαταστατικός Χάρτης της Γης (Earth Charter), αρχές, αξίες, διδακτική αξιοποίηση

Πρακτικά του 4ου Πανελλήνιου Συμποσίου «Το αειφόρο σχολείο του παρόντος και του μέλλοντος», 22-24 Ιανουαρίου 2010 Εθνικό Ίδρυµα Ερευνών (σ. 1-29)., 2010

ΠΕΡΙΛΗΨΗ Σε αυτή την εισήγηση παρουσιάζεται και περιγράφεται ένα πλαίσιο διδακτικών πρακτικών και... more ΠΕΡΙΛΗΨΗ Σε αυτή την εισήγηση παρουσιάζεται και περιγράφεται ένα πλαίσιο διδακτικών πρακτικών και μαθησιακών αντιλήψεων του αειφόρου/βιώσιμου σχολείου. Η συζήτηση αναπτύσσεται με βάση τις τρεις κύριες προσεγγίσεις στη θεωρία των αναλυτικών προγραμμάτων-ως προϊόν, ως διαδικασία και ως πράξη σε σχέση με τις τρεις αντίστοιχες αντιπροσωπευτικές διδακτικές και μαθησιακές προσεγγίσεις-μεταβιβαστική, διεκπεραιωτική και μετασχηματιστική. Συμπεραίνουμε ότι η πλαισίωση της εκπαιδευτικής διαδικασίας και η σύνδεση του σχολείου με την τοπική κοινωνία δημιουργεί τις απαραίτητες συνθήκες για τον μετασχηματισμό του σημερινού σχολείου σε αειφόρο/βιώσιμο σχολείο.