Dissertationen zum Thema „Sustainability pedagogies“

Utbildning för hållbar utveckling är en oumbärlig komponent för att nästkommande generation ska kunna utveckla kompetenser och färdigheter för att hantera och förebygga de klimatförändringar och miljöproblem vi människor står inför. Skolan anses vara den mest avgörande platsen när det gäller att inspirera, motivera och utbilda miljömedvetna individer. I svensk grundskola är hållbar utveckling inskrivet i läroplanen och skall genomsyra all undervisning sedan 2006. Forskare har dock visat att många lärare saknar kompetenser och självförtroende för att undervisa om hållbar utveckling, alternativt är instruktioner och begrepp för otydliga och komplexa, vilket resulterar i en bristfällig implementering. Tidigare forskning indikerar att det saknas vägledning för hur hållbar utveckling skall implementeras i undervisningen rent praktiskt, eller att de styrdokument som finns behöver uppdateras. Med denna problematik till grund gjordes en intervjustudie där tre lärare och fyra lärarstudenter på grundskolenivå intervjuades för att besvara frågeställningarna och identifiera förbättringspotential och eventuellt kunna föreslå åtgärder för framtiden. Resultaten ställdes emot teorin Dewey’s notion of learning, experience and habits i syfte att bland annat besvara frågan kring vilka metoder och strategier som är de mest effektiva för att forma medvetna individer och i förlängningen skapa hållbara städer och samhällen. Intervjustudiens svarsanalys indikerade att det som tidigare forskare påvisat, att implementeringen är bristfällig och behöver ses över, med ett utökat helhetsperspektiv.
Education for sustainable development is an indispensable component to provide the coming generations with competencies and skills to cope with and prevent the sustainability issues todays’ communities are facing. Schools are one of the most crucial determinators when it comes to inspire, motivate and educate environmentally conscious individuals. Sustainable development is a part of the Swedish curriculum since 2006. However, studies on the field show that teachers are lacking competencies and confidence to educate on sustainable development, or that the guidelines and the topic is too vague and complex, which corresponds with an inadequate implementation. Current studies on the field indicate that guidance for an effective implementation is needed, or that the guidelines that exist need an update. With these identified problems, an interview study was conducted, three primary teachers and four students in the teachers’ program participated to answer the questions and identify potential for improvement and potentially give suggestions for future changes. The findings were used together with the theory Dewey’s notion of learning, experience and habits, with the aim to answer the question of which teaching methods and strategies are the most effective to form conscious individuals and eventually create sustainable cities and communities. The interview study confirmed what previous researchers have shown, that the implementation is inadequate and needs to be reviewed and updated with a holistic perspective.

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The public concern for sustainability issues is ever increasing whilst the trust in corporations is decreasing. CEOs now see sustainability concern and compliance as an important component in retaining their competitive advantage and regaining the trust of their surrounding community. For these reasons it is important to find new manners of uniting societal improvement with business, requiring new forms of competencies. This study has investigated what sustainability education is actually central to the industrial engineering profile, as well as what of this is then covered in the programs. The study involved two phases. The first involved interviewing experts as to what was central for these engineers to learn, resulting in a content list. The second phase involved mapping the instances of this content in the five largest industrial engineering programs (covering circa 74% of these students) as well as the associated challenges to broaching this content. The first phase was primarily qualitative whilst the second phase was largely quantitative, though each data point consisted of a qualitative interview. Five key insights can be drawn from the study regardless of normative stand-point. 1) The sustainability topics that were deemed relevant cover a vast area of disciplines and aspects. 2) There is a skewedness in the content covered, favouring the environmental aspects. 3) There is a lack of integrative instances where the knowledge from different sources and perspectives is synthesized. 4) The key challenges revolve around concept definition and communication. 5) The normativity, interconnectedness and pedagogics contribute with uncertainty and complexity in the assessment of sustainability education. The study is finalized with a synthesis of the various insights to arrive at the conclusion that having sustainable business practice as the aim of the programs, establishing common content goals and employing active learning approach would circumvent many of the perceived challenges as well as align the programs with the need of the industry. This study contributes with deeper understanding of the sustainability education required and provided to industrial engineering students in Sweden. As such the study has practical applications for the programs studied. The theoretical implications of this study lie in the empirical data achieved regarding the topics of relevance to these engineers, showing high levels of agreement with current literature, as well as the perceived challenges to broaching this content in the current curricula. Furthermore it provides empirical data as to the sustainability education received at different programs.
Allmänhetens intresse över hållbarhetsfrågor ökar samtidigt som tilliten för företag minskar. Företagsledare ser numera hållbarhet som en viktig komponent i att bibehålla deras konkurrenskraft och att återfå allmänhetens tillit. Det är således viktigt att finna nya sätt att förena samhällsnytta med företagande, vilket kräver nya sorters kompetens inom hållbarhetsområdet. Denna studie har undersökt vilka hållbarhetsämnen som är centrala för industriell ekonomistudenten, givet deras profil i näringslivet, samt vad av detta som berörs i programmen. Studien var indelad i två faser. Den första ämnade till att skapa en lista av de, för dessa ingenjörer, centrala ämnen genom intervjuer med experter inom området. Den andra fasen kartlagde de ämnen som berördes inom de fem största industriell ekonomiprogrammen (täckandes cirka 74% av studenterna) samt vilka utmaningar som associerades till detta arbete. Den första fasen var till stora delar kvalitativ. Den efterföljande fasen var en kvantitativ kartläggning där varje datapunkt representerade en kvalitativ intervju. Ur studien uppkom fem nyckelinsikter, som står sig oavsett normativ ståndpunkt. Dessa inkluderade: 1) De hållbarhetsämnen som ansågs relevanta för denna målgrupp spänner en vid area av discipliner och aspekter. 2) Fördelningen på ämnen som täcks inom programmen påvisar en preferens mot den miljömässiga aspekten. 3) Det finns en brist på integrerande instanser i utbildningarna, där kunskap från olika aspekter och källor sammankopplas. 4) Nyckelutmaningarna centreras runt definiering och kommunikation. 5) Normativitet, sammankoppling och pedagogik bidrar alla till osäkerhet och komplexitet i bedömning av hållbarhetsutbildningar. Studien avslutas med en syntes av de olika insikterna för att komma till slutsatsen att hållbart företagande som övergripande syfte för utbildningarna, en gemensam målbild för innehållet samt komplettering med ”active learning” metodiker skulle övervinna många av de uppfattade utmaningarna samtidigt som det skulle uppfylla näringslivets kompetensbehov för framtida konkurrenskraft. Denna studie bidrar till förståelsen över vilken hållbarhetsutbildning som bedrivs och vilken som anses behövd av industriell ekonomistudenter i Sverige. Studien har därmed praktiska implikationer för de program som studerades. Teoretiska bidrag inkluderas av den empiriska data som framtagits gällande relevanta hållbarhetsämnen vilka uppvisar hög konvergens med litteraturen inom ämnen, samt de upplevda utmaningar kring att inkludera detta ämne i befintliga program. Vidare bidrar studien med empirisk data kring det som faktiskt berörs idag på de olika industriell ekonomiprogrammen.

Le connessioni euristiche tra green marketing e riflessione pedagogica implicano buone pratiche educativo ambientali, nella prospettiva dello sviluppo umano integrale. Pensare l’educabilità della persona e la formazione delle risorse umane, di là da interpretazioni legate al sensazionalismo mediatico e al profitto a breve termine, significa approfondire stili di vita, responsabilità sociale, consumo critico e green marketing. L'attenzione al mercato non si configura come mero requisito per accrescere la produttività, ma risulta fondamentale, in termini relazionali, per costruire una società equa, solidale, sostenibile e aperta. La ricerca intende indagare il potenziale valore educativo del mercato, in quanto espressione di libertà e regolazione dei rapporti socioeconomici.
Heuristic connections between green marketing procedures and pedagogical reflection imply good educational practices, in view of a full human development. Thinking today about the educability of the person and about the training of human resources, beyond interpretations related to media sensationalism and short-term profit, means deepen lifestyles, social responsibility, critical consumption and green marketing. Attention to the market is not seen as a mere requirement able to increase productivity, but it is essential, in relational terms, to build an open, sustainable and equitable society. The aim of this dissertation is to investigate the potential educational value of the market, as well as freedom of expression and regulation of socio-economic relationships.

Det har forskats mycket runt barns olika sätt att lära och hur de blir påverkade av miljön runt omkring dem och om hur pedagoger kan hjälpa till att göra inlärningen intressant. I forskningen har det också kommit fram vikten av att undervisningsmiljön är stimulerande för att stödja en god språkutveckling. Pedagogen skall vara den som förmedlar många olika möjligheter till aktiviteter, men skall även vara medveten om att läs- och skrivutvecklingen är viktigast. Syftet med den här studien är att undersöka vilken uppfattning pedagoger har om hur man skapar en stimulerande miljö som utmanar elevers läs- och skrivutveckling. Studien syftar också till att undersöka pedagogers sätt att ta vara på och utveckla barns nyfikenhet och lust att lära och även hur pedagoger ser på barns egna sätt att lära. Med utgångspunkt från syfte och frågeställningar valde jag att göra en kvalitativ studie med inslag av den hermeneutiska inriktningen. Jag har gjort sju intervjuer med pedagoger för att få deras uppfattning om vad en stimulerande miljö är när det gäller läs- och skrivutveckling, barns nyfikenhet och olika sätt att lära. Undersökningen visar att pedagogerna är väl medvetna om hur de skall arbeta för att barnen skall få en stimulerande miljö. Det skiljer sig lite vad man tycker är viktigast. En del anser att det måste finnas mycket olika material framme som lockar och inspirerar barnen medan andra tycker att det viktigaste är att lokalen är inbjudande med varma färger och att det är ordning och reda. Några betonade också vikten av att man själv som pedagog måste må bra för att barnen skall må bra. På det stora hela hade pedagogerna samma åsikt och gav mycket goda exempel på hur de arbetade. De menade också att barns nyfikenhet är helt olika beroende på vad de har med sig från tidigare och var i sin utveckling de befinner sig. Pedagogerna använder ett arbetssätt som uppmuntrar barnen och tar tillvara på deras initiativ. Då får barnen lust att lära på ett naturligt sätt. Pedagogerna tycker att barnen måste få behålla sina egna sätt att lära. Men som pedagog måste man vara uppmärksam och se om strategien är hållbar i längden, så att det inte uppstår läs- och skrivsvårigheter i framtiden. Därför måste undervisningen göras individuell utifrån varje barns utgångsläge. Här måste man ta vara på barnens egna intresse och behov för att arbeta vidare med läs- och skrivutvecklingen.

This study is designed to know contribution of local community based outdoor activities for education for sustainability. 7 teachers from Sweden and 7 teachers from Korea got involved in this study and they chose and conducted one activity from the 17 activities that I offered. After they had done the activity with their upper 13 years old students, they completed questionnaire about the conditions of class, the reason of their choice, advantages/disadvantages of the activities and the actual obstacle they had in schools to have outdoor class through open-ended questions. They also were asked to answer level of integrating subjects in social studies by Likert scale, offered opinions about relevancy to sustainability with principles and analyzed the activity with 4 ways of knowing. These three questions are asked to know the contribution of the activities for education for sustainability. This research offers comparison of teachers‘ opinion and educational condition from two countires when having the activities and how the activities are conducive to education for sustainability. In addition, it provides 17 activities which can be useful to social studies teachers who are interested in local community based outdoor activity.

The aim of this essay is to contribute to knowledge about how teaching for sustainable development (TSD) in a preschool context is understood by preschool teachers. The new curriculum for early childhood education (ECE) in Sweden, Läroplan för förskolan Lpfö 18 (Skolverket 2018) addresses sustainable development for the first time explicitly as part of the ECE program, with all three dimensions (environmental, social and economic) included in the description. In a qualitative approach through semi-structured interviews and with inspiration from phenomenographic method, this essay is focused on preschool teachers various views on their own teaching practices regarding sustainable development. Considerations of ethic matters such as confidentiality and informational consent were taken. We built our analysis upon to what extent the three dimensions of sustainable development; environmental, social and economic, were included in the teachers expressions. What kind of content and activities were expressed as a part of their TSD and how they described their own teaching role were explored. Three different teaching roles were identified through the material. Together with teachers descriptions of content and activities, these were subsequently related to the teaching traditions; fact-based, normative and pluralistic, as described by Öhman and Östman (2004). This as the third and last step in our analysis. The result shows a variation of teaching roles, content and activities, where the three dimensions as well as the teaching traditions are sometimes overlapping. Conclusions and implications are discussed.

The global challenges of our time are unprecedented and urgent action is needed. Transformational learning and leadership development are key leverage points for supporting society’s transition towards sustainability. Many even claim that learning on an individual, organisational and societal scale is required for society’s successful transitioning towards sustainability. However, in this relatively new field, practitioners, scholars and educators grapple with what best promotes transformational learning and with how to best design and operate learning experiences that truly build capacity for leadership for sustainability. The aim of this work was to establish an improved understanding of this and to find recommendations for practitioners and educators with ambitions to create systems change for sustainability by building the capacity of people to be sustainability leaders. As an educator and facilitator of sustainability work for over a decade, working at the crossroads of local government and community change, lecturing on leadership for sustainability in Australia and currently being embedded within the faculty of the Master’s in Strategic Leadership towards Sustainability (MSLS) program in Sweden, I have rested this thesis firmly within an action-oriented transformations research paradigm in which the only way to understand a system is through a comprehensive collaborative attempt to change it. One case of action research explored an organisational change for sustainability program that spanned over five years in a local government in Perth, Western Australia and the learning and policy interventions that supported this change. Participant observation with field notes, interviews, surveys and document analysis were particular methods used in this case. Two further cases focused on the MSLS program and its practices and specific components that support such leadership development and transformational learning. Feedback surveys from students and an open question survey to alumni were key methods used in these cases. The findings suggest that community and relationships are essential for supporting and growing sustainability leadership capacity; that hope and agency are irreplaceable components for leading sustainability change; that self-reflection and dialogue are skills that will help sustainability leaders navigate complex and uncertain futures and that these can be learned. Findings also indicate that creating a shared language for sustainability work helps bridge disciplinary divides and practitioner silos, and that skills of dialogue are required to capitalise on participation. Also, the integration of the components of community, place, content, pedagogy and disorientation with hope and agency can help support transformation in sustainability leadership education and provide synergistic reinforcement of the sustainability transformation required. This thesis provides added evidence that learning can be a key leverage point for sustainability transformations in an organisation and suggests how such learning can be most effectively achieved through a conscious design of learning environments, including the use and integration of the mentioned components to improve sustainability leadership for impact in society.

L’intensità del trasporto alimentare è un trend destinato ad aumentare nella sua complessità. La ricerca attesta come sia rilevante analizzare “come il cibo viaggia”, forse più di “quanto il cibo viaggia”, nel mercato globalizzato dei prodotti agroalimentari, nelle realtà urbane che modificano le abitudini di consumo e nel “global food system” composto da cinque tipologie di sistemi agroalimentari. Gli impatti in sostenibilità sono strettamente dipendenti dall’efficienza del trasporto e della logistica, di merci agroalimentari e di persone che si spostano per l’approvvigionamento, dal campo al consumatore e viceversa. Eppure il concetto di food miles si è ampiamente diffuso tra gruppi di consumatori, attestando mutamenti culturali significativi. Si pensi all’idea tutta italiana di “km-zero”. “Può il trasporto del cibo essere economicamente, socialmente e culturalmente sostenibile, per conservare l'ecosistema?” Questa domanda, approfondita pedagogicamente, può essere riformulata: “How can consumers, economical stakeholders and policy makers become environmentally friendly about transportation of food?” Il quesito conduce all’interrogativo di quale formazione e ricerca interdisciplinare progettare per orientare gli sforzi verso questo fine. Una nuova formulazione concettuale potrebbe promuovere azioni sostenibili per la mobilità e i trasporti sulle lunghe, medie e corte distanze, per la filiera lunga e corta: il “Kmetro verde”.
The transportation of agro-alimentary products is constantly evolving. The research has been focusing on long distances, tied with the global market. But results in a lack of investigations in medium and short distances which also possess some efficiency gain. The investigation of these shorter mode of transport is paramount as they have significant impact on the triptych of sustainability. In this context, the concepts of "food miles" and of "km-zero" have spread widely among the consumers, attesting the community awareness regarding sustainability issues. However, as environmental concerns arise, such concept has showed it's limit. Therefore the question, "Can transportation of food become economically, socially and culturally sustainable, to preserve the ecosystem?", that lead to this concept, needs to be reassessed. Starting from a pedagogical standpoint, this question can be rephrased as “How can consumers, economical stakeholders and policy makers become environmentally friendly about transportation of food, to preserve the ecosystem?”. For a successful undertaking of such problematic, it is paramount to evaluate the need of novel training practises as well as the design of interdisciplinary research. A new formulation of such concept, embodied in "kmeter green", would aim to promote sustainable mobility on all the distances and chains' lengths.

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A pesquisa sobre PRÁTICAS EDUCATIVAS ESCOLARES DE ENFRENTAMENTO DA EXCLUSÃO SOCIAL NO MEIO RURAL: A Pedagogia da Alternância e a Casa Familiar Rural em Frederico Westphalen tem como objetivo analisar qual o lugar da Pedagogia da Alternância, enquanto prática educativa desenvolvida nas Casas Familiares Rurais, na construção de uma nova organização escolar que possibilite o enfrentamento da exclusão social no meio rural, espaço marcado por desigualdades, privações, limitações, mas também, por oportunidades. A pedagogia da Alternância é uma proposta educativa que visa à formação integral do jovem rural no aspecto intelectual e profissional, enfatizando a iniciativa própria, a criatividade individual, o trabalho em equipe, o senso de responsabilidade, de cooperação e de solidariedade. A Pedagogia da Alternância estimula o aprender a viver com os outros e melhor interagir com o meio ambiente, estabelecendo relações entre sujeito, escola, comunidade e propriedade. Essa pedagogia possibilita ao aluno períodos de for
The research on EDUCATIONAL SCHOOL PRACTICES IN FACING OF SOCIAL EXCLUSION IN RURAL AREAS: The Pedagogy of Alternance and the Rural Family House in Frederico Westphalen which aims to analyze the place of the Pedagogy of Alternance, while educational practice developed in the Rural Family Houses, in the construction of a new school organization that allows the facing of social exclusion in the rural area, space marked by inequality, deprivations, restrictions, but also for opportunities. The Pedagogy of Alternance is an educational approach that seeks the integral formation of rural youth in the intellectual and professional aspects, emphasizing the own initiative, individual creativity, teamwork, sense of responsibility, of cooperation and of solidarity. The Pedagogy of Alternance stimulates the learning to live with others and have a better interact with the environment, establishing relationships between subject, school, community and property. This pedagogy allows the student to have periods of complete t

The aim of this qualitative study is to take a closer look at how certified preschool teachers integrate sustainable development in their daily work with children, and to gain a perspective into the teachers’ level of awareness regarding sustainable development. Drawing from a sociocultural perspective with elements of holistic learning methods, the present study is focused on interviews conducted by e-mail with preschool teachers from two different preschools located in suburban Stockholm. One of these preschools works more with sustainable development than the other, being enrolled in the Grön Flagg programme. The results from the semi structured interviews show that there are subtle differences in how teachers at the two preschools view and work with sustainable development. Teachers from the Grön Flagg preschool have more knowledge when it comes to integrating sustainable development. However, further studies are needed to gain a broader view into how preschool teachers gain this knowledge, whether it be in their workplaces or somewhere else. This study shows that working in a preschool that focuses on sustainability could generally increase teachers’ knowledge of and interest in sustainable development in their work with children.

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The present report is a research about Environmental Education practices made at Goiânia s education municipal network schools. Goiânia is situated in the centralwest region of the Brazil. To be in accordance with scholar sense data from 2008, this municipality has two hundred and five municipal schools, being fifteen integral time schools, and this research has been applied in six of these schools. We analyzed the Environmental Education practices realized in these six schools especially in the cycle 1, groups: A, B and, C, besides, the way which Municipal Secretaryship and Government help or motive their teachers to this practice and whether they offer capacitating courses in this area. The research aimed to analyze what educators thinking about Environmental Education (EE) and which are the activities and projects developed in this schools. We inquired the curricular matrix of the pedagogy courses and Superior Teaching Institutions of the Goiânia to analyze of the contents refer to EE. In front of observations done, the results were that teachers of the cycle 1 do a work with their students, trying to attain the exigencies previewed for MEC, pointed by Curricular Parameters, about transversal themes, besides, it is a shy work and with difficulties of collective accomplishment. The community doesn t take part in projects in which the schools work with the children. These difficulties which pedagogue detected to have origin previewed in their academic formation, once the pedagogy course matrixes didn t offer sufficient disciplines to contemplate a bigger qualification of pedagogue to feel security to teach classes about EE. From this research we can conclude that effective work accomplishment, which is consistent with the exigencies of the current legislation about EE to children who start their scholar activities, is closely linked to the necessity of continued education to the teachers of the Teaching Municipal Network, in which courses that ponder the several focus of EE are offer. It is necessary to review the curricular matrixes of the current pedagogy courses to solve or at least contributing to a best qualification of the future pedagogues. Insertion of EE in the pedagogue formation will must be built as a natural process at universities along of next years.
O presente trabalho é uma pesquisa das práticas de Educação Ambiental realizadas em escolas da Rede Municipal de Educação no Município de Goiânia, que está situado na região Centro-Oeste do Brasil. Segundo o senso escolar de 2008, Goiânia possui 205 escolas municipais, sendo quinze destas de Tempo Integral. Nesta pesquisa foi avaliada em cinco escolas, a análise das práticas de Educação Ambiental, especificamente nas turmas de ciclo 1 (turmas: A, B e C), como também o modo como a Secretaria Municipal auxilia ou motiva os docentes para esta prática e se oferece cursos de capacitação nesta área. A pesquisa visou analisar o que os docentes pensam a respeito da Educação Ambiental e quais são as atividades e projetos desenvolvidos nas escolas. Buscou-se também, através da pesquisa, ressaltar as matrizes curriculares dos cursos de Pedagogia, das Instituições de Ensino Superior de Goiânia, para análise dos conteúdos referentes ao tema. Diante das observações realizadas, os resultados mostraram que os docentes fazem um trabalho com seus alunos, tentando atingir as exigências previstas pelo MEC, pontuado pelos Parâmetros Curriculares, sobre os Temas Transversais, mas ainda é um trabalho tímido e com dificuldades de realização coletiva. Existe um distanciamento entre a comunidade e a escola em participar dos projetos. As dificuldades encontradas pelos docentes estão relacionadas às deficiências na formação acadêmica, visto que as matrizes curriculares dos cursos de Pedagogia analisadas neste período não ofereciam disciplinas suficientes para contemplar uma qualificação em Educação Ambiental, assim como os docentes não possuem especialização na área. Com esta pesquisa pode-se concluir que a realização de um trabalho eficaz e coerente com as exigências da atual legislação sobre o trabalho de EA com as crianças que iniciam suas atividades escolares, está intimamente ligada à necessidade de uma educação continuada para os professores da Rede Municipal de Ensino de Goiânia. É necessário rever as atuais matrizes curriculares dos cursos de Pedagogia, para senão sanar, ao menos contribuir para uma melhor qualificação dos futuros pedagogos. A inserção da EA na formação dos pedagogos, deverá se constituir em um processo natural nas universidades ao longo dos próximos anos.

Miljöproblemen uppmärksammas idag i hela världen. Dagligen hör vi att hoten mot miljön måste åtgärdas och att alla måste hjälpas åt. Riksdag, regering, och flera stora världsorganisationer arbetar hårt med att få in ett miljöperspektiv i all undervisning. Det här gäller från förskolan ända upp till vuxenutbildning. Syftet är att undersöka vad barn vet och kan om vardagliga handlingar som påverkar miljön och en hållbar utveckling på ett positivt sätt i förhållande till vad rapporter och styrdokument föreskriver. Vi genomförde studien med hjälp av kvalitativa gruppintervjuer med 36 barn i åldrarna fem till tio år. Intervjuerna genomfördes gruppvis då vi anser att ett socialkonstruktivistiskt perspektiv kan vara gynnsamt i samtal om ett så stort och komplext ämne som miljö och hållbar utveckling är. Vi använde frågor, bilder och konkret material som underlag när vi genomförde intervjuerna. Generellt anser de flesta barn att det är viktigt med en bra miljö, även om kunskaperna om hur vi åstadkommer detta är varierande. Skillnaden på kunskapen mellan förskolan och grundskolan visade sig vara större än vad vi förväntat oss. Vi kunde inte se att miljöundervisning har gett det resultat och haft den centrala roll som riksdag, regering och världsorganisationer som bland andra FN och OECD föreskrivit.

This thesis looks at how Technical and Vocational Education and Training (TVET) be carried out to help society move towards sustainability. It starts by introducing the reader into the essential concepts about Strategic Sustainable Development (SSD), Education for Sustainable Development (ESD), TVET, and the barriers to integrating ESD into TVET. It also provides information about the case study conducted in a TVET organization in Ireland which is integrating ESD into TVET. The thesis presents the key aspects that TVET organization need to have in order to successfully support SSD and it also provides a definition of success which is developing a workforce skilled for sustainability where sustainability is defined by the four sustainability principles. After presenting the key aspects, it looks at the strengths and weaknesses, in the lens of the key aspects, of the case study and three other TVET organizations. It later provides with recommendations based on the challenges found integrating ESD into TVET and the presented key aspects in order for TVET organizations to reach the vision of success.

Telma Gomes - phone: 0736280415 - tegomes@uol.com.br Victor Samuel Brizuela - samworks@gmail.com Chen Chen Gu -guchenchen880309@163.com,

There is mounting evidence that humanity is facing challenges that call for a strategic approach towards sustainability. The urgency is acknowledged by a growing number of people, but worldwide awareness, collaboration and a shared vision is required to create a sustainable society. Education is a gateway to prepare and engage young minds to be the change that is needed to transform societal systems. Teachers therefore have a grave and important task in engaging their students in learning to make strategic contributions towards a sustainable society. This thesis explores how teachers are already successfully engaging 14-15 year old students and it delivers a model with the essential elements of engagement: Interaction and Participation, Exploration, Relevancy, Engaging and Challenging Instruction, Authentic Assessment and Reflection and Futures Thinking. At the core of this model there is Systems Thinking that feeds into all elements and Fun should inherently be part of all teaching. The model, a tool for teachers to plan their classes strategically, is presented in combination with scientifically based concepts for Strategic Sustainable Development, including backcasting. A set of questions is defined to guide teachers through the process of integrating sustainability into how they already engage their students in learning.

Konstruktiv hantering av konflikter kan bidra till lärandesituationer. Som en del i att synliggöra det vardagliga arbetet lyfter studien pedagogers erfarenheter och upplevelser kring konflikthanteringsarbetet i förskolan. I en strävan att utveckla både värdegrundsarbete och verksamhet, har det efterfrågats och skett ett sökande efter kunskap och verksamma strategier för att hantera vardagliga konflikter mellan barnen. Konflikthantering utgör dock ett mångfacetterat fält, hanteras och uppfattas på olika sätt, både i arbetslag och verksamhet. Det praktiska arbetet kan därmed upplevas svårt av pedagogerna att orientera sig i och ett helhetsarbete genomsyrar därmed inte alltid verksamheten. Tankestilar är starkt sammankopplade med förhållningssätt vilket bidrar till att styra blicken mot hur arbetet med konflikter bör hanteras. Med pedagogernas blick riktad mot det ”det goda arbetet” kan lätt normer och värden osynliggöras inom verksamheten och påverka vad som blir möjligt för barnen att vara en del av. Studien belyser förskolors olika strategier att hantera konflikter och därmed vilka områden som fokuseras. Utifrån enkäter har pedagogernas svar utgjort en grund för att problematisera vilken roll konflikthantering och användandet av konflikthanteringsmodeller spelar i det relationella vardagliga arbetet -i strävan mot ett demokratiskt klimat och social hållbar utveckling. Resultatet visar att bland annat kunskap, tid och avsaknad av samsyn utgör faktorer som hindrar ett gemensamt arbete med konflikthantering i förskolan. Genom samtal, reflektion, granskning och utvärdering finns dock möjlighet att lyfta olika perspektiv och tankar kring använda strategier och hur de kan anpassas till verksamhetens ständigt reviderade behov. Där motsättningar ges utrymme får tankestilar möjlighet att mötas och utvecklas. Studien belyser därmed vikten av pedagogernas behov av utrymme för att löpande kunna granska och problematisera både förhållningssätt samt val av konflikthanteringsstrategier.

Il lavoro di ricerca, che ha a tema i concetti di formazione, sostenibilità, fund raising nell’ambito della pedagogia dell’ambiente, si propone di articolare un itinerario di approfondimento sulle possibili connessioni euristiche tra il concetto economico di fund raising e il linguaggio pedagogico, con riferimento ad alcuni tra gli ambiti in cui si sviluppa l’educabilità della persona e ai connessi percorsi formativi. Dal locale al globale, ogni istituzione sociale affronta le rilevanti ambiguità interpretative cui dà luogo l'economia e l'allocazione delle risorse finanziarie. Il discorso pedagogico, nel considerare la crisi ecologica e l'emergenza educativa, individua nel tema del fund raising una prospettiva attuale di ricerca tra l'esigenza della sostenibilità ambientale, la promozione della consapevolezza educativa per lo sviluppo umano integrale e l'impiego di risorse economiche-finanziarie intenzionalmente donate. La tesi assume l'ipotesi che il rapporto tra fund raising, formazione, sostenibilità implichi un accesso euristico originale per riflettere sui fondamenti dello sviluppo umano, che muove dall'educabilità della persona, dalla sua dimensione relazionale ed emotiva. In tale ambito, il discorso pedagogico, iuxta propria principia, e nella prospettiva dell'apertura interdisciplinare, è sollecitato a interrogarsi nel vivo dei cambiamenti legati ai processi attuali di formazione. L’elaborato tiene in considerazione una visione del fund raising per la tutela e salvaguardia dell’ambiente in dialogo con la ricchezza del pensiero ecologico e con le sollecitazioni provenienti in ordine alla custodia del creato, nella prospettiva di un’antropologia eticamente fondata che assegna alla persona un valore ontologico rilevante irriducibile.
The research, which is about concepts of education, sustainability, fund raising in the context of the pedagogy of the environment, aims to articulate a path into the possible connections between the economic concept of heuristic fund raising and the pedagogical language, including some people educability backgrounds and the related training courses. From local to global, every social institution faces the relevant ambiguity of interpretation which leads the economy and the allocation of financial resources. The pedagogical matter, considering the ecological crisis and the educational emergency, considers the fund raising as a perspective of current research between the need for environmental sustainability, the awareness promoting education about integral human development and the use of resources economic and financial intentionally donated. The thesis hypothesizes that the link between fund raising, education and sustainability it includes an original heuristic access about the fundamentals of human development, which move from the people educability, his emotional and relational aspects. The pedagogical matter, juxta own principles, and the prospect of interdisciplinary, require changes on the actual formation processes. The thesis reckons the fund raising vision on the environment safeguard, according with the wealth of the ecological thought and the deriving solicitations with regard to the creation protection, with a point of view of an anthropology ethically founded that it assigns an irreducible remarkable ontological value to the people.

This thesis examines students’ understanding of economic aspects of global environmental problems. The first aim is to identify and characterise changes in business and economics students’ conceptions of negative environmental effects and pricing goods and services. The second aim is to identify and characterise changes in students’ values, beliefs and personal norms regarding effective solutions to climate change problems. Three studies were carried out with students in Swedish upper secondary schools. The first study used an open-ended questionnaire and is presented in Article I. The second and third studies drew on a longitudinal study, using both qualitative and quantitative research methods and results are presented in Article II and Article III. Article I shows that students’ awareness of environmental issues varies in relation to the type of good. Some goods are seen as more harmful to nature than others, for example, jeans were not perceived as environmentally negative while beef burgers and travel services were to some extent. This indicates that environmental references are often characterised through perceptible aspects of goods’ production i.e. being more expensive because of environmentally friendly production. Furthermore, some understanding of negative externalities was revealed. Interestingly, when value aspects of how prices should be set students more frequently refer to environmental impact. Article II describes changes in students’ price and environmental conceptions over the course of a year. It identifies the fragmentary nature of students’ every-day thinking in relation to productivity, consumer preference and negative externalities. Differences in conceptions of how prices are linked to negative impact is characterised in terms of basic, partial and complex understandings of productivity as well as basic and partial understandings of consumers’ influences. Partial conceptions are seen as students’ conceptions in a process of change towards a more scientific understanding of price and negative environmental impact. Most interestingly, the results show that more than one aspect of environmental impact and pricing are simultaneously relevant. This is highlighted by a change from views putting productivity at the centre for how prices are set to include consumers’ preferences when judgmentally describing how prices should be set. The results conclude that students show a broader content knowledge regarding pricing and the environment when including normative preferences. Article III explores changes in students’ value orientations, beliefs regarding efficient solutions to climate change and norms for pro-environmental actions. Small changes are observed regarding the three constructs. Value changes are reported in terms of a small average increase in importance of altruistic, biospheric and egoistic orientations while common individual changes are shown in shifts between weak and strong values. Beliefs regarding efficient climate change solutions are taxes and legislations while changes in market prices are perceived as being least effective. The findings show no direct relations between values and norms hence change in norms is associated with values through changes in beliefs.

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Manuscript.

Med utgångspunkt i en ökning av så kallad klimatångest bland barn, är denna studies syfte är att undersöka och analysera ekologiska frågeställningar inom barnlitteratur och läromedel för mellanstadieelever för att se hur försöken att skapa ekologiskt medvetna medborgare görs, hur ansvaret mellan barn och vuxna behandlas, hur det hållbara samspelet mellan natur och mänsklighet problematiseras och hur hotet om undergång skildras och hanteras. Analysen genomförs med hjälp av en kvalitativ textanalys av de skönlitterära verken Kometen kommer av Tove Jansson och Slutet av Mats Strandberg, samt av fyra läromedel i SO- och NO-ämnen ur serien Utkik.Resultatet visar att texterna tar upp hållbarhetsfrågor mestadels ur ett människocentrerat perspektiv, men där människan samtidigt skuldbeläggs för klimatkrisen och där barnen åläggs ansvaret för att lösa den. Balansgången mellan att aktivera barnen och utbilda dem i hållbarhet utan att orsaka klimatångest visar sig vara svår att hantera. Skönlitteraturen gör det via skildringar om undergång, och läromedlen genom att uttryckligen beskriva hotet. En medvetenhet om vilket material som väljs ut och varför är ett nödvändigt didaktiskt förhållningssätt.
With basis in the increase of so-called climate anxiety among children, the purpose of the study is to investigate and analyse ecological issues in children’s literature and text books meant for pupils in grades 4–6. We examine how pupils are required to become ecologically aware citizens, how the responsibility among children and adults is handled, how the interplay between nature and humanity is problematised and how the threat of destruction is depicted. The qualitative text analysis focuses on the two novels Kometen kommer (Comet in Moominland, by Tove Jansson) and Slutet (The End, by Mats Strandberg), as well as four text books of different subjects in the Utkik (Outlook) series.The result shows that the texts describe issues of sustainability from a human-centered perspective, where man is considered responsible for the climate crisis and the children are enjoined the responsibility of putting an end to it. The balance between activating the children and teaching them about sustainability, without causing even more anxiety, seems difficult to handle. The novels use apocalyptic themes, while the text books expressively focuses on describing the different factors of threat. A conscious selection of teaching material and children’s literature – what? and why? – is a necessary didactical approach.

Education for Sustainability is seen as a powerful change and social transformation tool aimed at greater equity in relations between society and the environment. Thus, this dissertation aims to analyze the scenario of Education for Sustainability in cur¬sos Graduate Sensu stricto in Rio Grande do Sul State Administration - Brazil. For this, the nine master's programs in existing Administration in Rio Grande do Sul were searched. In terms of methodological procedures, a descriptive and exploratory research of qualitative nature was carried out to meet four distinct stages: i) analyze the pedagogical projects of the nine courses, covering characterization of the subjects and relations with sustainability in the curriculum; ii) the documentary analysis of all 1813 dissertations have been published in the gauchos masters, seeking to relate these documents to Sustainability; iii) analyzes of publications derived from dissertations to identify which "green" dissertations were published in books, events and journals and vi) interviews with coordinators of the programs to identify concepts of program management for Sustainability and teachers from different lines of research aimed at identify the concepts of Sustainability, teaching strategies and learning methodologies. In total, sixteen teachers and coordinators were interviewed. The results show that the pedagogical projects of the courses are committed to issues of regionalities and sustainable issues, but when that aspect is transferred to the subjects of the courses, this query can not be measured directly. In the item analysis of dissertations, it was observed that they do not have great representation, with only 126 of the total 1813 in academic master's degrees in Administration of Rio Grande do Sul. It was also observed that the Graduate programs do not have the incentive to sustainable management and conceptions of teachers are private and are related to the line of research in which they are linked not with the Graduate program. Thus, it analyzes the scenario is still capable of improvement, such as encouraging the publication of dissertations "green", the integration of sustainable curriculum and improvements in sustainable management.
A Educação para Sustentabilidade é vista como uma poderosa ferramenta de mudanças e transformações sociais visando uma maior equidade nas relações entre a sociedade e o ambiente. Assim, esta dissertação objetiva analisar o cenário da Educação para Sustentabilidade nos cursos de Pós-Graduação Stricto Sensu em Administração do estado do Rio Grande do Sul Brasil. Para isso, os nove programas de mestrado em Administração existentes no Rio Grande do Sul foram pesquisados. Em termos de procedimentos metodológicos, uma pesquisa descritiva e exploratória de natureza qualitativa foi realizada, visando atender quatro etapas distintas: i) analisar os projetos pedagógicos dos nove cursos, contemplando caracterização das disciplinas e relações com a Sustentabilidade no currículo; ii) Análise documental de todas as 1813 dissertações já publicadas nos mestrados gaúchos, buscando relacionar esses documentos com a Sustentabilidade; iii) análises das publicações oriundas das dissertações visando identificar quais as dissertações verdes foram publicadas em livros, eventos e periódicos e vi) Entrevistas com coordenadores dos programas visando identificar concepções sobre gestão dos programas para a Sustentabilidade e professores de diferentes linhas de pesquisa visando identificar as concepções sobre Sustentabilidade, estratégias de ensino e metodologias de aprendizagem. No total, dezesseis professores e coordenadores foram entrevistados. Os resultados apontam que os projetos pedagógicos dos cursos estão comprometidos com temáticas de regionalidades e com questões sustentáveis, porém quando este aspecto é transferido para as disciplinas dos cursos, este quesito não pode ser mensurado de forma direta. No quesito análise das dissertações, observou-se que estas não possuem grande representatividade, sendo apenas 126 do total de 1813 nos mestrados acadêmicos em Administração do Rio Grande do Sul. Observou-se também que os programas de Pós-Graduação não possuem o incentivo para a gestão sustentável e as concepções dos docentes são particulares e possuem relação com a linha de pesquisa na qual estão vinculados e não com o programa de Pós-Graduação. Desse modo, analisa-se que o cenário ainda é passível de melhorias, como o fomento a publicação de dissertações verdes , a integração de um currículo sustentável e melhorias na gestão sustentável.

abstract: Institutions of higher learning can be centers of meaning-making and learning and are expected to play a pivotal role in a global shift toward sustainability. Despite recent innovations, much sustainability education today is still delivered using traditional pedagogies common across higher education. Therefore, students and facilitators should continue innovating along pedagogical themes consistent with the goals of sustainability: transformation and emancipation. Yet, more clarity is needed about pedagogical approaches that will transform and emancipate students, allowing them to become innovators that change existing structures and systems. My dissertation attempts to address this need using three approaches. First, I present a framework combining four interacting (i.e., complementary) pedagogies (transmissive, transformative, instrumental, and emancipatory) for sustainability education, helping to reify pedagogical concepts, rebel against outdated curricula, and orient facilitators/learners on their journey toward transformative and emancipatory learning. Second, I use a descriptive case study of a sustainability education course set outside of the traditional higher education context to highlight pedagogical techniques that led to transformative and emancipatory outcomes for learners partaking in the course. Third, I employ the method of autoethnography to explore my own phenomenological experience as a sustainability student and classroom facilitator, helping others to identify the disenchanting paradoxes of sustainability education and integrate the lessons they hold. All three approaches of the dissertation maintain a vision of sustainability education that incorporates contemplative practices as essential methods in a field in need of cultivating hope, resilience, and emergence.
Dissertation/Thesis
Doctoral Dissertation Sustainability 2019