Education for Sustainable Development in Higher Education: State-of-the-Art, Barriers, and Challenges (original) (raw)
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Education for Sustainable Development at the University Level
2005
Purpose-Education for sustainable development (ESD) aims at changing the approach to education that integrates principles, values and practices of sustainable development, and needs to be incorporated into all forms of learning and education. The purpose of this paper is to review the way in which ESD has been developed at universities in Japan. The paper also seeks to examine major patterns of education and research related to ESD at Japanese universities. Design/methodology/approach-The authors adopted two research approaches: a review of literature and electronic resources, mainly the web sites of universities, to present the overview of ESD at Japanese universities; and a questionnaire survey which analyzed responses from 18 undergraduate programs and 14 postgraduate programs at Japanese universities. Findings-The paper points out that the ESD implementation in higher education in Japan lacks coherence with other education reforms and is not linked with ESD at school and local levels. The paper also stresses that initial stages of ESD in Japan have prioritized environmental sustainability and have not yet adequately expanded to include wider issues concerning ESD. Moreover, the paper discusses that there is a lack of internal consensus to promote ESD and shared recognition inside universities, combined with a lack of effective guidance designed to enable students to acquire cross-disciplinary perspectives. Originality/value-There are many universities implementing ESD-related programs and activities in various countries. Yet, there has not been enough study done to reveal the constraints/problems universities are facing to promote ESD. This paper's originality and value addresses this research gap.
Education for Sustainable Development in Higher Education: Reviewing Needs
World Sustainability Series, 2014
This paper presents a review of the role of education for sustainable development and points out the benefits higher education institutions may gain, from implementing a holistic sustainability thinking as part of their work and institutional practice. It also outlines some of the needs seen in order to maximize the potential benefits of sustainable development to higher education institutions, with a special emphasis to the role of education for sustainable development in the process.
Emerald Open Research
Much of the current literature on integrating sustainability into HEIs is focussed on why HEIs should embrace sustainable development (SD) and what is still missing or hindering work and the integration of efforts. There is much less exploration of how SD has been interpreted at the individual HEI level and action taken as a result. This case study reflects on important elements of the journey Nottingham Trent University (NTU) in the UK has taken to integrate sustainability, focussing on key decisions and activity in 2009/10. In highlighting this, the authors seek to empower those looking to support and/or lead the embedding of Education for Sustainable Development (ESD), separately or as part of an integrated effort, in their own institution. Today in 2019, NTU is a global leader in integrating ESD as part of a wider SD agenda. The work which this paper presents, to understand and establish a baseline of key elements of NTU’s existing ESD activity and systems, was an important turn...
2012
Education for sustainable development (ESD) is a long-term mechanism to translate the principles and values of sustainable development (SD) concept into practices. With the 'nurturing' nature of ESD it is hoped that it would give the learners a lasting impact on their practices. However, ESD poses great challenges to educators at every level of education system, including university educators worldwide, in many aspects. This paper focuses only on the aspect of integrating SD concept into university courses, with reference to Universiti Kebangsaan Malaysia (UKM). Hence, this paper analyses the challenges to integrate SD concept into university courses found in the literature, and with reference to UKM. The methods used in this study are the analysis and synthesis of scientific literature, as well as logical and comparative analysis. The results show four main challenges faced by university educators: (a) the basis of integration, i.e., the extent to which SD provides a suitab...
EDUCATION FOR SUSTAINABLE DEVELOPMENT: A REVIEW OF CHARACTERISTICS OF SUSTAINABILITY CURRICULUM
Education for Sustainable Development (ESD) is recognized internationally as an essential tool to achieve sustainable development. Its importance is seen in the establishment of the United Nations Decade of Education for Sustainable Development (UNDESD) from year 2005 to 2014. Many scholars have stressed that integrating sustainable development concepts into curriculum being the most effective ways of increasing the effectiveness of ESD. Despite the vision of UNDESD is to integrate ESD in all levels and all sectors of education, the impact of ESD in higher education can be seen as significant. UNDESD is now in the second half of implementation, hence, it is necessary to shift from review on how global, regional and national engaged in sustainable development to monitor and evaluate the progress of ESD. Therefore, it is important to develop a monitoring and assessment framework to evaluate the achievement of curriculum towards ESD. For that reason, this paper aims to review the characteristics of sustainability curriculum. The findings emphasize on the characteristics of curriculum structure and teaching method. The major characteristics of curriculum structure are focused on; complexity of knowledge, flexible and permeable at discipline level, contextualizing, prospective orientation as well as consistency between theory and practical. While, the teaching methods are more narrowing on authentic learning experiences, provide space for reflection, mutual learning, and research. These characteristics can be used as a guidance in monitoring and assessment framework development.
We planned this conference in anticipation of the end of the UN Decade of Education for Sustainable Development (DESD), and the start of the next phase for those involved in ESD here and internationally. At Plymouth University, 2015 marks ten year anniversary since cross-institutional work on sustainability and sustainability education was spearheaded by the founding of the Centre for Sustainable Futures (CSF). Coincidentally, 2015 also marks a ten years since the influential HEFCE policy document ‘Sustainable Development in Higher Education’ was released. Holding the conference in January – named after the Roman god of doorways, of endings and beginnings – we sought to look at some of what has been achieved in sustainability education to date and explore its prospects as we move forward. Following an enthusiastic response to the call for abstracts, the conference featured a diverse range of research papers, posters, and roundtable presentations from academics and practitioners across the UK and beyond. The conference was arranged around three overarching themes: ESD Pedagogy: Criticality, Creativity, and Collaboration What are the teaching and learning processes that enable students to develop their own capacity to think critically and creatively in the face of global sustainability challenges and, secondly, to act collaboratively in ways that pursue more hopeful and sustainable futures? Innovative Learning Spaces for ESD What are the physical environments that provide opportunities for new forms of sustainability education to flourish? What lies beyond the lecture hall that is conducive to student learning through inquiry-based, active, participatory, interdisciplinary and experiential methods? Towards the Sustainable University What are effective approaches for leading institutional change, organisational learning, and staff CPD towards sustainability? This publication focuses on the last theme – Towards the Sustainable University. The previous PedRIO Occasional Paper 8 looks at the first theme ESD Pedagogy: Criticality, Creativity, and Collaboration.
The Curriculum Journal, 2013
The need to embed Education for Sustainable Development (ESD) in the higher education curriculum is well recognised in international sustainable development dialogues. However, early pioneers in this area have met with substantial obstacles and now face the prospect of attempting systemic education change in a new and difficult sector climate. This article explores the potential for engagement with the higher education curriculum by bringing ESD into its quality assurance and quality enhancement system. It builds on insights gained from a national project funded by the Higher Education Funding Council for England, which worked in collaboration with the UK Quality Assurance Agency and a consortium of five universities. It considers the ways that ESD has entered the UK higher education sector and the potential connectivity that exists between ESD and quality. Key findings are shared from the development projects carried out in these universities, including their identification of specific quality-led pathways for embedding ESD, the differences of perspective uncovered amongst stakeholders and challenges for institutional strategy and implementation. It concludes in reflection on the need to access deeper currents of teaching and learning to make ESD a viable education proposition, as well as the potential transfer to other parts of the education and skills sector.