Addressing Challenges in Kazakh Education for Sustainable Development (original) (raw)

Promoting Education for Sustainable Development at the University of Prishtina, Kosovo

Kosovo Education for Sustainable Development—KESD is a local NGO which is one of the first organizations dealing with matters of education for sustainable development in Kosovo. The purpose of KESD is to help Kosovo in sustainable development in all aspects including education. KESD has played a major role not only in increasing citizens’ awareness about Education for Sustainable Development, but has also influenced the Faculty of Education at the University of Kosovo. Bearing in mind that the Faculty of Education is the only institution that prepares future teachers; it is a great way to influence in general, with ESD through professional development, future teachers about the role and importance of the education for sustainable development and the use of the teaching methodologies that support ESD. In this paper we will present current situations about ESD, our country, achievements, challenges and obstacles, KESD’s contribution in raising awareness of Kosovo citizens for ESD, in order to understand their role in developing ESD. The methodology used in this paper is a case study methodology. Through different activities which are mainly organized on a voluntary basis, KESD has been able to promote Education for Sustainable Development through various projects from preschool education toUniversity level. However one of the greatest achievements is involvement of a course which is called Education for Sustainable Development and which will be part of elective courses taught at the Faculty of Education of the University of Prishtina. It is the first time that the Faculty of Education has organized a course like this which is very important for the future generations, particularly the future teachers. Through the education of students, KESD aims to increase the role and the importance of the sustainable education to new generations in our country and beyond. Increasing the awareness means more attention will be given to teaching methodologies, and teaching contents, climatic change, economic development, and protection of the environment inside of the Framework of reference of Sustainable Development Goals—SDG’s 2015–2030 and Green Economy. Keywords:Education  Sustainable development  Social inclusion  Curricula  Green economy

Perspective Chapter: Empowering Sustainable Development through Education – A Perspective on the Educational Landscape and Its Impact on Sustainability

IntechOpen eBooks, 2024

Over the past decade, there has been a compelling discourse on transitioning from a rational paradigm, steeped in functionalist and utilitarian models, to a paradigm more aligned with the preservation of natural resources and life. This shift is crucial for addressing the urgent need to integrate sustainable principles into the educational sphere, with the aim of instigating a genuine cultural transformation. Recognizing the global impact of social, economic, and environmental challenges, numerous international entities advocate for an ambitious, complex, and transformative approach to sustainability in education. This scholarly work explores the intricate relationship between education, cultural change, and sustainability. It provides a comprehensive overview of the educational landscape, critically examining objectives, foundations, challenges in environmental education, and avenues for improvement. The narrative highlights aspects that positively influence conceptual development and educational practices. Moreover, it delves into innovative approaches for addressing environmental issues and steering society toward a more sustainable future. The work concludes by proposing pragmatic solutions to propel the envisioned changes forward.

In Pursuit of Sustainability: Towards Sustainable Future Through Education

International Journal of Innovative Technologies in Economy

Higher Education Institutions increasingly include sustainable development concepts in their programs to teach their students about sustainability. This tendency is encouraged by the Sustainable Development Goals. Today’s technological age implies concerns about sustainability including ethical decision-making and responsible behavior of organizations and leaders. Moreover, the Covid-19 pandemic impacted sustainable development and highlighted the need for a more sustainable future. Sustainability can positively change value culture, the environment, and improve the quality of life. Although incorporating sustainability into the curriculum creates challenges for universities, it can also offer opportunities for educational institutions. Universities have an important role to play in the transition towards sustainability. They must not only incorporate the concept into research and teaching but also implement it on campus. This review article provides a brief overview of sustainable ...

Students' Conceptions, Methods And Approaches in Learning For Sustainable Development

The concept of sustainable development is often ambiguous, widely misunderstood and exploited for various purposes. Numerous studies indicate the absence of consensus regarding the definition of this unstable concept, which is directly linked to the process of its formation. The first step in the direction of education for sustainable development is to understand the multiple meanings of the concept of sustainable development. In the past, all three dimensions of sustainable development, i.e. environmental, economic and social (the cultural dimension is promoted in the last decade) were discussed separately or in pairs. Only more recently, in the last three decades, became discussion about sustainable development more holistic. However, the education for sustainable development is still dominated by the emphasis and consideration mainly on environmental issues, which is not characteristic only in the Slovenian education system, but is also encountered in many other countries. In this paper we describe the emergence and development of the concept of sustainable development and activities in the field of sustainable development in higher education. We present an empirical investigation, which took place at the university level at the Faculty of Civil and Geodetic Engineering in Ljubljana, about students' conceptions of sustainable development and the methods and approaches in learning for sustainable development. The results showed that the majority of students know only individual dimensions of sustainable development and the use of a variety of methods and approaches to teaching and learning for sustainable development. Investigation of such views provides important evidence and need for different approaches to learning and teaching, which will encourage a more holistic view of this important subject and contribute to the achievement of principles of sustainable development.

DAE-2013 Higher Education and Sustainable Development in Kazakhstan

2014

In recent years, the understanding of the global economy has shifted. As economies across the world continue to rapidly develop, it has become clear that reliance on natural resource exploitation for growth and development is unsustainable. An essential part of developing a new model for development for any country will be reforming the education system of that country to meet the needs of a changing economy. This article analyzes the case of Kazakhstan and the steps it has taken to reform its education system in the context of sustainable development. Kazakhstan’s experience reflects challenges and attempted reforms throughout the post-Soviet space. The reforms enacted by the Kazakhstani government have taken initial steps towards shaping its education system to support a new economy, though many challenges remain to be addressed © 2013 The Authors. Published by Elsevier Ltd. Selection and peer-review under responsibility of Prof.Dr.Ayşe Çakır İlhan,Ankara University,Turkey

How to promote education for sustainable development? Vision of the educational situation and its contribution to sustainable development

2019

During the last decade, the importance of leaving a rational paradigm, debtor of functionalist and utilitarian models, towards another more congruent with the preservation of natural resources, and therefore of life, has been widely discussed. In the same way, different voices have been raised, pointing out the urgency of inserting these precepts into the educational field, hoping to achieve the true cultural transformation that is needed to consolidate the change. Multiple International Entities promote sustainability in Education as an initiative that should be ambitious, complex and reforming character, given the global scope of the social, economic and environmental situation affecting the planet. Through the exploration of the relationship between education, cultural change and sustainability, this work presents an overview of the educational situation in terms of its collaboration towards sustainable development from a critical vision of the objectives, foundations, challenges...

The implementation of environmental education to promote sustainability: an overview of the processes and challenges

International Journal of Sustainable Development & World Ecology, 2019

This paper interprets aspects of the implementation of environmental education in a Higher Education Institution, situated in a developing country, to promote Education for Sustainable Development (ESD). The paper will allow educators to categorise the multiplicity of ESD programmes and projects in higher education institutions, determine their limitations and acceptability, and benefit from the theoretical framework of affective learning in designing new ESD interventions. The paper will also provide an overview of the processes required to establish ESD in developing and developed countries. This paper will further help universities to develop a better understanding of how integration of the three components of sustainable developmenteconomic development, social development and environmental protectioncan be incorporated in higher education. The paper explores the challenges for planning the implementation of ESD in an education faculty, outlining the potential lessons learned that could assist in improving ESD efforts in Faculties of Education.

Education for sustainability: challenges and trends

Clean Technologies and Environmental Policy, 2006

There has been increasing recognition of the critical role of education for sustainability (ES). This article addresses the subject of ES through all the levels of formal and non-formal education, including basic education, university, organisations (private and public) and lifelong learning. The challenges and implications of effectively incorporating sustainability concepts and principles through all the levels of the education system are presented and analysed. Examples and suggestions are presented and discussed, taking into account the interactions, needs and objectives of people and society.

Sustainable Development in Education from Students' Perspective-Implementation of Sustainable Development in Curricula

Sustainable Development in Education from Students' Perspective-Implementation of Sustainable Development in Curricula, 2022

Education for sustainable development is a method of teaching aimed at developing awareness, competence, knowledge, skills, and attitudes in the field of environmental protection in such a way that each activity related to its operation supports the satisfaction of the needs of future generations. In the face of environmental and social challenges, these are key competencies that require significant changes in university curricula, supporting a sustainable and innovative economy. This article aims to present the results of a study on young people’s awareness of sustainable development and their opinion on the implementation of SDGs in curricula. The publication responds to the demand of technical students for educational content related to sustainable development and a greater integration of economic, social, and environmental issues. The analysis carried out as part of the EnAct-SDGs project at the AGH University of Science and Technology in Krakow (Poland) shows that students are increasingly aware of the importance of sustainable development in various aspects of their lives, both in their education, in their professional work and in their lives, as part of an awareness-raising society. The conducted analyses allowed us to define the directions of necessary changes in the didactic process as an essential set of skills and knowledge for future graduates of raw materials faculties.