ESD Research Papers - Academia.edu (original) (raw)

- by
- •
- Education, Higher Education, Sustainable Development, Training

Universities play a central role in addressing key challenges of social, economic and environmental sustainability. For this role to be delivered effectively it is critical to identify not only what strategies are most productive but also how to ensure they are successfully led and implemented. This project seeks to apply the proven change leadership framework developed in the ALTC's 'Learning Leaders in Times of Change' project to the distinctive area of effective turnaround leadership for sustainability in higher education. The project is being undertaken in a collaboration between the University of Western Sydney, the Australian National University, the Sustainable Futures Academy and the University of Gloucestershire. It will produce a validated change leadership framework for building Education for Sustainability (EfS) successfully into the core activities of our universities, as well as a package of leadership development resources for use in individual recruitment, promotion, development and performance management activities. It will also document a range of successful practice models.

- by Daniella Tilbury
- •
- Educational Leadership, Higher Education, Leadership, Organisational Change
- by Steven Voldman
- •
- Engineering, Magnetic Recording, Electrostatics, ESD
- by Daniella Tilbury
- •
- Higher Education, Leadership, Organisational Change, Monitoring And Evaluation
- by Prabuddh Mishra
- •
- Business, Education, Environmental Education, Political Science
- by Debby Cotton
- •
- Communication, Higher Education, Sustainability in Higher Education, Fisheries

1 Chapter 1 The global challenge of sustainability John Fien and Daniella Tilbury Our vision is a world in which there are many opportunities to learn about sustainable development. A world where a skilled population makes informed... more

- by maoyou sun
- •
- ESD, Distortion, Degradation, Robustness
- by David Pommerenke
- •
- Engineering, Electrostatics, Simulation, ESD

本稿では、COVID-19（新型コロナウイルス感染症）の世界的・全国的拡大による学校教育への影響をふまえた、地域学習（郷土学習）の在り方を検討する。2020年7月19日に、「新型コロナウイルス感染症（COVID-19）とESD地域学習―『Withコロナ』の経験を共有し『Postコロナ』に活かそう―」をテーマに、Zoomを用いたオンラインシンポジウムを企画実施した。本稿ではまず、このシンポジウムの開催経緯と内容、実践報告を示す。そのうえで、シンポジウム内でおこなわれた議論および開催後の参加者アンケートをもとに、COVID-19の流行の経験をふまえた今後の地域学習の在り方を検討する。結果は3つに大別できる。第一に、地域をめぐるフィールドワークは、地域のリアルな状況を把握するうえで重要であり、関係者の理解を得たうえで積極的に実施する必要がある。第二に、オンライン環境の活用可能性が増していることは地域学習にとって好機になる。第三に、学びの対象としてのコロナ禍が加わった。ローカルな地域の様々な要素とグローバルな要素がリンクしていること、社会構造や政治が私たちの行く末を大きく左右することが実感できる。以上を組み合わせることで、地域学習を通じて、学習者は持続可能な社会の構築を自分事にできる可能性がある。

- by Kaisu Sammalisto
- •
- Environmental Engineering, Cleaner Production, TQM, Quality Assurance
- by Dr Rehan Dastagir
- •
- ESD, Green Campus

Clark, I., Nae, N., & Arimoto, M. (2020). “Education for Sustainable Development and the 'Whole-Person' Curriculum in Japan.” In L. Zhang (Ed.), Oxford Encyclopedia of Educational Psychology. New York: Oxford University Press.

- by Masahiro Arimoto
- •
- ESD, Whole-person education
- by Anne-Marie Willis
- •
- Design, Architecture, Environmental Sustainability, ESD

3 key competencies in Education for a Sustainable Development (ESD) for learners and teachers : make a deconstruction, operate a reconstruction and ask critical questions. An case-study in college classrooms about some SAQ (Socially acute... more

3 key competencies in Education for a Sustainable Development (ESD) for learners and teachers : make a deconstruction, operate a reconstruction and ask critical questions.
An case-study in college classrooms about some SAQ (Socially acute questions) concerning « le fait religieux ».

- by Pierre Varcher
- •
- Geography, Teaching and Learning, Deconstruction, ESD
- by Pramod K Sharma
- •
- Development Studies, ESD, Sustainable Development Goals

奈良教育大学が奈良県教育委員会との連携により設置した科目「山間地教育入門」の2... more

Synonyms SE Definition/description The concept of sustainable education is based on the terms sustainability and education. The term 'sustainability' is derived from the Latin sustinere and the term 'education' from the Latin word educatio. The former is a model of thinking in which the quality of life is improved through balancing the environment, society and the economy (Jeronen 2013). The latter refers to an activity or process for acquiring or sharing knowledge or skills, developing the powers of reasoning and judgment, and intellectually preparing oneself or others for life (Thesaurus 2021). Many of today's challenges require a veritable shift in thought and behavior to support sustainable living. According to Stephen Sterling (2008), the necessary cultural change can be achieved through sustainable education (SE). He defines the concept as: "a change of educational culture, one which develops and embodies the theory and practice of sustainability in a way which is critically aware. It is therefore a transformative paradigm which values, sustains and realises human potential in relation to the need to attain and sustain social, economic and ecological well being, recognising that they must be part of the same dynamic." (Sterling 2001, p. 22.) The concept of SE thus refers to finding sustainable solutions to environmental, social and economic problems through education (Prabakaran 2020). It is a concept that challenges both formal and non-formal educational sectors to actively participate in the creation of economic, social and environmental programs that improve quality of life, increase empowerment and respect interdependence (Abduganiev and Abdurakhmanov 2020).

- by Eila Jeronen
- •
- Sustainability Education, ESD, Education for Sustainability, Teachers' Competencies
- by Hannu Salmela
- •
- Engineering, Electrostatics, ESD

The new global goal on education is set within a lifelong learning perspective, and represents the vision and aspirations of the global education community for 2030. With its seven targets and three means of implementation, it represents a historically unprecedented level of ambition. By introducing global citizenship education (GCED) and education for sustainable development, one target (4.7) captures the transformative aspirations of the new global development agenda.
This particular target, more than any other, touches on the content and quality of education, especially relating to its social, humanistic, and moral purposes. It also acknowledges the role of culture and the cultural dimensions of education.
This articles discusses the measurement and monitoring challenges associated with SDG target 4.7..

- by C. Frances Koya Vaka'uta
- •
- Communication, Higher Education, Fisheries, Social learning

An Exploratory Study about the use of TARGET Model of Motivation in University Classrooms.

The publication lists specific learning outcomes in environmental education based on literature review and syllabus approved by National Council of Educational Research and Training (NCERT) to be achieved during eight years of compulsory primary education. The learning outcomes are organised as per the framework developed by North American Association for Environmental Education (NAAEE) in 2011.

- by Pramod K Sharma
- •
- Environmental Education, Assessment, Student learning outcomes, ESD

... and how to translate that into changed action, sometimes known as transformative learning. ... Further, because of the holistic nature of EfS, students' learning will inevitably be ... any particular area of disciplinary... more

- by Stephen Sterling
- •
- Higher Education, Curriculum, Capability, ESD
- by Fumiko Noguchi
- •
- Australia, ESD, Efsf, ESD In the Pacific
- by Daniella Tilbury
- •
- Sustainable Development, Asia Pacific, ESD, DESD

ON 13 NOVEMBER 2021, predictably disappointing news for Earth's citizens and planetary wellbeing emerged from the COP26 summit in Glasgow. Greta Thunberg and activists responded by urgently calling on UN Secretary General, António Guterres, to declare the climate crisis a Global Level 3 Emergency-the UN's highest category-to enact a coordinated effort, similar to the global pandemic response. But importantly, a seismic cultural shift from the ground up is also urgently needed. More than science or politics, informed creativity has social power to imaginatively and inclusively introduce citizens' hearts to new values and activities that will advance a just and life-sustaining era. In Ireland, the Department of Education is developing strategies for the momentous UNE-SCO-mandated shift across the formal and informal learning landscape to prioritise citizens' urgent understanding of integrated sustainability and social justice. For the creative sector, this shift will insist on 'ecoliteracy' and collective-planetary wellbeing values in education. Corresponding training for cultural policy writers, art administrators and educators, and new long-term funding models to sustain creative workers interested in maintaining community wellbeing, is also foreseen1. In trying to imagine such widespread sustainable cultural renewal, the new artist-led Breaking Cover Collective developed engaging performative responses to the ecological emergency in 2020, including an innovative six-month ecoliteracy training programme. On 4 September 2021 the collective staged an inaugural two-hour performance for 100 people in the grounds of IMMA. Embodying wisdom, beauty and an inclusive ethos needed for a better world, the 15 members of the collective were led by Paola Catizone (performance artist, facilitator and member of IMMA's Visitor Engagement team) and included: Rennie Buenting (organic farmer and ceramic artist), Carmel Ennis (gardener and dancer), Karen Aguiar (dancer), Thomas Morelly (illustrator and XR activist), Laura O'Brien (embodiment practitioner), Miriam Sweeney (student), Mary Hoy (visual artist), Paul Regan (performance artist), Hilary Williams (performance artist) and Sophie Rieu (therapist and artist), Rebecca Bradley (painter), Tom Duffy (musician, artist and educator) and Deirdre Lane (environmental activist and consultant).

- by Cathy FITZGERALD
- •
- Transformative Learning, Values Education, Arts Education, Ecoliteracy

Genetic polymorphisms of blood groups ABO and RH D, serum proteins HP, TF, and GC, and red cell enzymes ACP1, PGM1, ESD, GLO1, and SOD-A have been reported for three tribes (Torguts, Derbets, and Buzavs) of the Volga’s Kalmyk-Oyrats. The Kalmyks exhibit genetic markers that are characteristic of Central Asian populations, namely, high allelic frequencies for ABO*B, TF*C2, GC*1F, ESD*2, and GLO1*2, and the rare incidence of individuals with the RH-negative phenotype. Genetic distance measures reveal that close genetic affinities exist between the Derbets and Buzavs, but both populations differ significantly from the Torguts. Collectively as an ethnic group, the Kalmyks genetically resemble the contemporary Buryats of the Baikal region of southeastern Siberia and the Mongols of Mongolia. The transplantation of the Kalmyk-Oyrats from their homeland near Lake Baikal to their current residence (4500 km) near the Caspian Sea and their subsequent isolation for more than 300 years have not appreciably altered the gene frequencies from the parental populations for frequencies of standard genetic markers.

- by Sanj Khoyt and +1
- •
- Anthropology, Human Genetics, Population Genetics, Mongolian Studies
- by Fumiko Noguchi
- •
- East Asia, Unesco, ESD
- by Valter Primiani and +1
- •
- Packaging, Electromagnetic Interference, Electromagnetic Theory, ESD

The generation of electrostatic charge is considered
for the cases of standing up from a chair and for taking off a
sweater. The charge voltages have been recorded at 27°C with
relative humidity (RH) of 8%, 25% and 45% and at 38°C with
8% RH. Different footwear and flooring systems have been used
to cover both ESD and non-ESD mitigating footwear and
flooring combinations. The voltages caused by the activity (event voltage) and the decay times are discussed.

- by Atieh Talebzadeh
- •
- Statistical Analysis, Electrostatics, Energy and Environment, Energy efficiency

Indeed, sustainability and sustainable development are the catchwords of our time. As a starting point for a scholarly conversation on Education for Sustainable Development (ESD), the presentation here is approaching ESD from the perspective of teacher education. When we refer to teacher education, we are mainly moving within a Swedish context and using, as a case study, for the sake of exemplification, the vocational teachers training program. Initially, the discourse on sustain-ability is set in the context of current societal trends, experiences of social acceleration and changes in the tempo of modern social life. After that, a review is made of how the Curriculum for upper secondary school as well as the Education Plan for teacher education address SDE and whether it provides sufficient and unambiguous guidelines for teachers and school leaders to work for sustainable development in a sustainable way. The chapter concludes with some reflections about the transformative potential of ESD.

- by Petros Gougoulakis
- •
- Teacher Education, ESD
- by Daniella Tilbury
- •
- Sustainability in Higher Education, Australia, Sustainability Education, ESD
- by Andres Sanchez-Yague
- •
- Endoscopy, Humans, Poem, ESD

In this paper, we propose a Simulation-Based Design Optimization (SBDO) approach for the design of a Pre-Duct type Energy Saving Device (ESD). Pre-Ducts reduce the wake losses, contribute to a better interactions between the propeller and the hull and generate, in the end, generate an additional thrust. An integrated design approach, based on a parametric description of the duct geometry and on RANSE calculations together managed by an optimization algorithm, is developed to this aim, i.e. to maximize the thrust delivered by a Wake Equalizing Duct (WED). The Japan Bulk Carrier test case, for which experimental data regarding the effectiveness of WED is available in the literature , is considered as a reference. Results from the design activity show sensible improvements of the overall propul-sive efficiency when the Pre-Duct design is tailored to the actual hull wake shape thanks to the flexibility provided by the fully automated design approach proposed in this paper.

- by Stefano Gaggero and +1
- •
- Optimization, Propeller, ESD, Marine Propeller

The aim of this project is to explore the state of Education for Sustainable Development (ESD) in Kosovo, from a student's perspective. The education system in Kosovo has for some years undergone reform. The principles of
Education for Sustainable Development have been incorporated in ministerial policy and the curriculum. Throughout the past years, numerous research papers and reports have assessed the practice of ESD in Kosovo. An assessment of the voice of youth regarding this topic seems to be lacking. This project contributes towards filling this gap. The results of this study show that official policy in Kosovo makes reference to ESD, yet educational practice remains far from living up to what is desirable and doable in terms of ESD. By and large, this study suggests there is a large gap between the rhetoric of ESD in the education system in Kosovo and the actual practice in schools. Further research is hence needed to provide a more in-depth and representative analysis of ESD in the Kosovo education practice. Moreover, this study concludes that it is increasingly important to recognize the opinion of young people, they are marginalized and have been left out of the decision making about the future of the country. More importantly, youth will determine what Kosovo will be in 10-20 years and therefore they should be heard more strongly and more often.

- by Landër Islami
- •
- Education, Sustainable Development, Kosovo, ESD
- by Yicheng Lu
- •
- Optical Communication, ESD, Robustness, Gr

Bildung für nachhaltige Entwicklung (BNE) wird zunehmend als soziale Innovation bezeich- net. In Lernprojekten der BNE können vor Ort Themen der Stadt- und Regionalentwicklung aufgegriffen und durch Lernende projektorientiert bearbeitet werden. In dem Beitrag wird dies an zwei Fallbeispielen verdeutlicht, die jeweils durch lokale BNE-Netzwerke getragen werden. Die Netzwerke werden vor dem Hintergrund der transition theory näher beschrieben und hinsichtlich ihrer Innovations- und Diffusionskraft im lokalen Raum beleuchtet. Abschließend werden notwendige Kompetenzen der Change Agents im Netzwerk skizziert.

- by kenneth king
- •
- Education, Environmental Education, Higher Education, Sustainable Development