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Academic literature on the topic 'Decade of Education for Sustainable Development'

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Published: 4 June 2021
Last updated: 19 February 2023

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Journal articles on the topic "Decade of Education for Sustainable Development"

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Tare, Meghna. "Education for Sustainable Development." Technology & Innovation 21, no. 4 (December 1, 2020): 1–3. http://dx.doi.org/10.21300/21.4.2020.2.

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In 2003, in response to the United Nations (UN) Decade of Education for Sustainable Development, the United Nations University (UNU) Institute for the Advanced Study of Sustainability launched a global multi-stakeholder network of Regional Centers of Expertise (RCEs) on education for sustainable development (ESD). RCEs facilitate multi-sector collaboration and utilize formal, non-formal, and informal education to address sustainable development challenges in local and regional communities. In essence, RCEs are a tool for transformation to a more sustainable society, combining education and action for sustainable development. As we enter the new "ESD for 2030" decade, RCEs will continue to construct platforms for cross-sectoral dialogue between regional stakeholders and actors to promote and strengthen ESD at the local level. RCEs have committed to helping advance the five priority areas of action established in the Global Action Program on ESD and the new UN decade "ESD for 2030": advancing policy by mainstreaming ESD, transforming learning and training environments using whole-institution approaches, building capacities of educators and trainers, empowering and mobilizing youth, and accelerating sustainable solutions at the local level. RCEs are uniquely positioned to serve as shepherds in the realization of the new "ESD for 2030" decade. As of January 2019, 174 RCEs have officially been acknowledged by UNU worldwide, with eight RCEs in the United States: Georgetown, South Carolina; Grand Rapids, Michigan; Greater Atlanta, Georgia; Greater Burlington, Vermont; Greater Portland, Oregon; North Texas, Texas; Salisbury, Maryland; and Shenandoah Valley, Virginia. RCEs serve an essential role in the achievement of "ESD for 2030" goals by translating global objectives into the local contexts of our communities.
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YOSHIKAWA, Hiroyuki. "Decade of Education for Sustainable Development (DESD)." Journal of JSEE 58, no. 1 (2010): 5–12. http://dx.doi.org/10.4307/jsee.58.1_5.

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Abe, Osamu. "UN Decade of Education for Sustainable Development." TRENDS IN THE SCIENCES 11, no. 4 (2006): 46–51. http://dx.doi.org/10.5363/tits.11.4_46.

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ESD Section. "UN Decade of Education for Sustainable Development." Journal of Education for Sustainable Development 1, no. 1 (March 2007): 117–26. http://dx.doi.org/10.1177/097340820700100120.

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Takala, Annina, and Kati Korhonen-Yrjänheikki. "A decade of Finnish engineering education for sustainable development." International Journal of Sustainability in Higher Education 20, no. 1 (January 7, 2019): 170–86. http://dx.doi.org/10.1108/ijshe-07-2018-0132.

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Purpose The paper aims to examine the current status and development of sustainable development in Finnish engineering education. Design/methodology/approach The study consists of interviews with key stakeholders supplemented with the analysis of documented material. Development is discussed in relation to the findings of collaborative strategy process in the year 2009. Findings The paper observes that the Finnish universities providing engineering education are committed to sustainable development in their strategies. However, a lot of work remains to be done before the strategies are implemented and sustainable development is integrated to all degree programs. Explicit knowledge and individual learning in clearly defined disciplinary boundaries have been the main focus of engineering education. Practical implications The paper suggests that engineers need to be provided with mental tools to cope with uncertainty, complexity and ambiguity. Key competencies include holistic understanding, communication and collaboration skills, ability and willingness for critical and reflective thinking, creativity, innovativeness and entrepreneurship. Thus, collaborative learning, open dialogue and innovation are at the heart of education for sustainable development. Originality/value This paper has a relatively wide approach as it analyses sustainable development in the context of Finnish engineering education both on institutional and societal levels and is based on a national project.
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Imara, Kifah, and Fahriye Altinay. "Integrating Education for Sustainable Development Competencies in Teacher Education." Sustainability 13, no. 22 (November 13, 2021): 12555. http://dx.doi.org/10.3390/su132212555.

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The aim of this study is to provide a comprehensive overview of the publications focused on integrating education for sustainable development (ESD) competencies into teacher education during the last decade, in an endeavour to identify which competencies have been considered in the literature as key competencies for reorienting teacher education towards sustainability as well as explore the suggested assessment tools and approaches to integrate these competencies into teacher education programmes. The results show increased attention during the last decade to develop a set of ESD competencies for teachers, which reveals the absence of a unified framework for teacher competencies for ESD. However, the extent to which these competencies are effectively integrated into teacher education remains an undiscovered area. This paper highlights the progress and gaps in the research related to mainstreaming ESD competencies in teacher education, providing evidence from the literature that can inform policy and strategy improvement in higher education institutions.
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Ostuni, Josefina. "South America and Education for Sustainable Development." Australian Journal of Environmental Education 22, no. 1 (2006): 87–90. http://dx.doi.org/10.1017/s0814062600001701.

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AbstractThree South American countries, Argentina, Chile and Brazil, have been selected in order to study the impact of the document “The United Nations Decade of Education for Sustainable Development”. In these countries, whose people react energetically against any attempt to break the environmental balance, the synergic power of education is recognized. Therefore, it can be observed that the content sustainable development has been incorporated in the new educational schemes since 1990s in all their levels. The analysis in the formal, non formal and informal education of these countries shows us that they have the environmental issue well contemplated. But, it is necessary to emphasize the interrelations of three essential components: environment, society and economy in order to develop solidary values for improving a sustainable present and future existence. In relation to the “The United Nations Decade”, it is noticed that although different measures have been adopted, conjoint work by the region's countries from a Latin American perspective is required.
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Higgitt, David, Martin Haigh, and Brian Chalkley. "Towards the UN Decade of Education for Sustainable Development: Introduction." Journal of Geography in Higher Education 29, no. 1 (March 2005): 13–17. http://dx.doi.org/10.1080/03098260500030272.

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Brunold, Andreas, and Bernhard Ohlmeier. "Civic Education for Sustainable Development of UNESCO – Decade 2005–2014." Discourse and Communication for Sustainable Education 13, no. 2 (November 15, 2022): 79–90. http://dx.doi.org/10.2478/dcse-2022-0020.

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Abstract The aim of the research and investigation methodology was based on an expert survey, using questionnaires translated into German, English, French, Spanish and Portuguese languages. The experts, interviewed in this study as part of the international community, represent institutions or organizations, that are involved in educational policy or in university research and teaching contexts with the topics and content as well as the implementation of ESD. The answers of the experts provide a different and wide range of variations in assessments of the implementation of the UN Decade and its characteristics of democratic potential and support. This shows that the potential democratic influences can always be assessed much more positively through sustainable development than that of actual democratic changes, particularly in reference to good governance, to the basic and human rights, to the protection of minorities, to civil society participation and to the separation of powers and the rule of law.
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Raborar, Kim Jim F. "Sustainable Development, Education for Sustainable Development and Philippine Community." Management of Sustainable Development 8, no. 2 (December 1, 2016): 29–34. http://dx.doi.org/10.1515/msd-2017-0005.

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Abstract Development is an innate manifestation on earth. It is not even surprising that the world has developed tremendously over the past decade considering the development in the previous decades. That is, development precipitates development. Therefore, even though everybody can see what risks it brings to the earth, we cannot simply restrain it. Of course, we cannot restrain it. The bottomline is that we have no choice but to be part of the development and be one of those who assist in the ever spontaneous development by trying to minimize its unwanted effects to the planet and its inhabitantants, the humans. Even looking at the ‘development’ from one’s own microcosm, we can perceive that as we go through life and gain some of what this world can offer, we produce tons and tons of wastes. These wastes, which are naturally not part of the earth, pollute and disrupt the natural processes of the planet. It is also simple to notice that the fundamental cause of the depletion of the earth’s natural resources was definitely proportional to the increase in population and to the development itself. Here lies one of the underlying global problems at hand aside from poverty, hunger, low access to education, and other socio-anthropological issues we have, this is the issue on natural resources depletion. Even to worldleaders from well-developed countries can recognize that they will also be the ones at the receiving end of this problem. It is basic that living organisms rely on their environment or the abiotic factors, to live sustainably. Considering these problems, the United Nations, with the worldleaders as its composition, has come up with strategies that advocate development while keeping the earth’s natural resources from depletion or the earth’s natural processes from disruption. This advocacy is called Sustainable Development. Sustainable Development is the development that meets the need of the present generation without compromising the ability of the next generation to meet their own needs. It is, at its core, an advocacy for futurism and the next generation. Sustainable Development is primarily anchored with the case of the “carrying capacity” of the planet Earth. It was already implied by several natural scientists as well as social scientists that indeed the Planet Earth increasingly finds it hard to sustain the needs of the human races because of overpopulation. These things result to poverty and hunger around the world. On the otherhand, it is increasing implied that most of the Natural Resources of the planet goes to the well-developed countries, leaving the developing and underdeveloped countries with meager resources. This further increases cases of hunger and poverty. Although it is deceptive that the call for a sustainable development should take its toll on the countries with bigger economy since they consume the most and pollute the most, it is very definite that there should be a much more intensive application in developing countries since we are just about to experience what the rest of the developed countries have already experienced. More importantly, developing countries should advocate Sustainable Development since it is a common knowledge that even if they contribute least to the causes of natural resource depletion and disruption of natural processes, they are the ones who suffer most from the devastating effects of unsustainable development. As citizens of the Republic of the Philippines, we are one of those who suffer most.
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Dissertations / Theses on the topic "Decade of Education for Sustainable Development"

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Skoien, Petra, and n/a. "Identifying Opportunities for Education for Sustainability: Current Practices of Community-Based Environmental Groups." Griffith University. Australian School of Environmental Studies, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070109.145756.

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Education for sustainability (EFS) is emerging as a key strategy for learning and action towards sustainability. Community-based environmental groups are potentially important providers of, and contexts for, educating adults for sustainability because they engage the community in activities such as public awareness raising, advocacy and lobbying, community education, and participatory learning (UNESCO, 2004, p. 25). These groups have been identified as key stakeholders of EFS in UNESCO's strategic plan for the United Nations Decade of Education for Sustainable Development, from 2005-2014 (UNESCO, 2004). Despite this recognition, there are few models or precedents to guide groups or programs in developing and implementing EFS in their strategies or activities. Additionally, education commonly associated with community-based environmental groups has been rather narrowly conceived as public awareness raising and individual behaviour change, and disconnected from advocacy (Clover, 2002a; Whelan, pending). This thesis addressed this gap in understanding by investigating the dimensions of education and learning in two community-based environmental groups in South-East QueensIand. The aim of this research was to develop a framework to explain and understand the role of education and learning within and by community-based environmental groups. The research inquiry was motivated by an interpretive interest in uncovering the educative dimensions arising from group members' engagement in the activities of community-based environmental groups. This aim was addressed through an investigation of: (1) the community education initiatives of community-based environmental groups; and (2) the learning that occurs within these groups through participation in social action, Two community-based environmental groups that participated in this study were Smogbusters, an environmental advocacy group, which focused on air quality and transport issues in Brisbane; and the Pumicestone Region Catchment Coordination Association, (PRCCA) a community-based natural resource management group. Information was gathered through participant observation, interviews with group members and project staff, and the collection of relevant documents from both groups. A conceptual framework based on five convergent themes in the contemporary EFS literature was used to interpret and analyse the activities of these groups, These are: (1) participation; (2) critical thinking; (3) local relevance; (4) holistic, interdisciplinary and systemic approaches; and (5) values-driven approaches. The analysis of both groups' community education initiatives revealed the use of approaches that extend beyond pubhc awareness, didactic, and information-based approaches to strategies that engaged the community more actively than was possible with conventional approaches. This reflects a more sophisticated and considered approach that connects education with advocacy as an integral part of groups' strategy and practice. The two case studies illustrate the use of participatory learning and action that incorporates adult learning approaches to enhance participation and learning. These findings contribute to knowledge that can help bridge the gap between education and advocacy in the activities of community-based environmental groups (Clover, 2002a; Whelan, 2005). The findings strongly suggest that the two groups engaged a form of education and action that approaches the potential of EFS as envisaged in policy documents and vision statements. The groups provided opportunities for action learning through advocacy and lobbying for policy change, and through a range of activities associated with addressing issues of natural resource management. In Smogbusters, participation in advocacy and education contributed to building the capacity of individuals to engage in social action for sustainable transport and air quality. In the PRCCA, group members' participation in natural resource management related activities developed their skills, knowledge and capacity to advocate for sustainable natural resource management practices. These findings confirm that local participation in environmental action and decision making builds on the individual and collective experiences of participants. Participation in action empowered and enabled group members to engage in action and change. In particular, participants developed a strong sense of their capacity to enact change, and to engage in social action. The findings of this research suggest that community-based environmental groups are important places for adults to gain a stronger sense of personal and collective agency towards sustainability. Further, participation in these groups is an important mechanism for environmental change to be brought about through collective action (Apel & Camozzi, 1996). The research findings confirm that adult and popular education pedagogies can optimise learning in community-based environmental groups (Foley, 1999; Clover & Hall, 2000; Clover; 2002a; Follen & HaIl, 1998; Newman, 1995a). The framework may be able to assist project coordinators in developing and implementing community education strategies into their programs. Finally, the findings have implications for policy and program development in the Decade of Education for Sustainable Development.
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Мельник, Леонід Григорович, Леонид Григорьевич Мельник, and Leonid Hryhorovych Melnyk. "Education for sustainable development." Thesis, Видавництво СумДУ, 2007. http://essuir.sumdu.edu.ua/handle/123456789/7976.

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Knowledge - outlook - skills. This triad is the basis of any educational cycle, and determines a key framework of forms and methods of education. Each component of the triad contributes to the reproduction of two others. Finally, the triad mentioned is to realize three conditions of a human being: to know, want, and be able to do something. To know means to want, to want means to be able. Any skill reproduces needs for a new knowledge, and the cycle repeats on a new qualitative basis. When it deals with sustainable development (SD) the problem is that this cycle for each human of the Earth would be reproduced constantly. When a human being is getting older, this cycle should be realized automatically (in particular, due to human self-training processes). When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/7976
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Paul, Franziska, and Eva-Maria Paul. "A Decade to Deliver : The Implementation Progress of the 17 Sustainable Development Goals in the Private Sector." Thesis, Umeå universitet, Företagsekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-172403.

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As a response to the ‘Grand Challenges’ of the 21st century such as climate change and social inequalities, the achievement of the 17 Sustainable Development Goals (SDGs), released by the United Nations in 2015, became a matter of urgency. The SDGs are a continuation of the Millennium Development Goals (MDGs) aiming to cover an even broader scope of social, environmental and economic challenges. To ensure that the 2030 Agenda, represented by 17 goals and 169 underlying targets, becomes a positive force for all available resources have to act in concert. Governments, NGOs, civil society and the private sector bear the responsibility to guide the way of transformation towards a more sustainable future. However, the most significant shift regarding the development of the SDGs has been the central role of the private sector that is considered to be a key player towards the accomplishment of the 2030 Agenda. In order examine the role and contribution of the private sector, the thesis aims to contribute to previous research within a five-step investigation: (1) analysis of which business opportunities or challenges emerge out of active involvement with the SDGs, (2) how partnerships or collaborations can contribute to a more effective implementation process, (3) whether goal prioritization is of relevance to advance the progress of SDG implementation, (4) how the SDG progress can be measured, reported and communicated and lastly (5) how effectively (Swedish) companies have currently managed to implement the Global Goals into their business operations. Based on the review of the literature and the identified research gaps, the following research question has been formulated to gain in-depth knowledge and investigate the phenomenon of the overall research purpose:   RQ: How do companies in the private sector implement the SDGs into their business operations and what are the determinants that drive the progress of the implementation? This study has been conducted through a qualitative research approach consisting of interviews with private sector representatives, governmental and non-governmental organizations. The framework for this study is based on three elements of theory: (1) Stakeholder Theory by Edward Freeman (1984), outlining how sustainable development can be approached with a stakeholder mindset, (2) the Triple-Bottom-Line approach by Elkington (1997) characterized by efforts to localize universal concepts of sustainability and (3) Sustainable Business Model Innovation represented by the Flourishing Business Model Canvas (Upward 2013, 2016) and the Triple Layered Business Model Canvas (Joyce and Paquin, 2016) supporting individuals and organizations seeking competitive sustainability-oriented change. The main conclusion of this research includes the requirement of a shift of how the Global Goals are approached by the private sector. SDG implementation or sustainable actions in general are not to be seen as an add on but need to be actively integrated into core business operations. However, to initiate fruitful change the expected role of the private sector needs to be clearly communicated. Identified actions to drive the progress of SDG implementation range from increased partnership engagement, the prioritization of goals up to the measurement and reporting on sustainable efforts taken. Finally, Credible Sustainability Standards turned out to be the most promising solution to eradicate many of the by our participants identified shortcomings of the Global Goals.
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Borgers, Julia, and Sara Anna Mohamadi. "Pioneering Education for a Sustainable Future : Education for Sustainable Development through the Lens of Experts." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-448036.

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Education for Sustainable Development (ESD) provides a framework for reorienting education towards sustainability. The ESD framework is criticized for reproducing rather than transforming unsustainable systems, thus a critical analysis of the framework is crucial to understand its role in reorienting education towards sustainability. To this end, we contribute to an understanding of the role of ESD through the lens of experts who are reorienting education towards sustainability. These experts use various approaches at regional, national, and/or international levels. Based on thirteen semi-structured interviews, we find two strands in the understanding of ESD. The first strand reflects the importance of the framework in reorienting education, and the second strand reflects on ESD as part of a larger movement. Furthermore, we flag a critical need for a democratic process of reorienting education towards sustainability, to progress transformative change through ESD. Lastly, our findings suggest a need to consider the individual experience of those involved in bringing ESD into practice.
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Lipscombe, Bryan Paul. "Extra-curricular education for sustainable development interventions in higher education." Thesis, University of Chester, 2009. http://hdl.handle.net/10034/109413.

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Universities are seen to have a central role in the UN Decade of Education for Sustainable Development (ESD), partly through their teaching and research activities. However, the critique of Higher Education's (HE) contribution to sustainable development thus far points to the limitations of a discipline driven, curriculum content and solely student focused response. Within this context, extra-curricular interventions, for example, running awareness campaigns, creating groups and organising events, appear to have potential to advance ESD in HE. However, there has been little investigation or published work in this area. Ideas of non formal and informal education; constructivist theories of learning; concepts of free choice, tacit and social learning, and the notions of whole systems thinking and sustainable education all point to roles for interventions in the extra-curricular sphere. This thesis explores the use of extra-curricular interventions in HE through an empirical investigation in the UK. A 2006 postal survey of Higher Education Institutions (HEIs) records the extent and type of interventions in use and opinions about their utility. A case study, developed through action research, reports the use and impact of extra-curricular ESD-related interventions at one HEI over an academic year (2006-07). In this case study, regular contact with a group of staff and students over the year is used to map changes in their thoughts and actions relating to sustainable development, and to record the influences attributed to these changes. Importantly, extra-curricular ESD-related interventions are found to be commonly used in UK HE, and to have a prominent position in ESD work despite their limited visibility in the literature. Their utility is confirmed as they are seen to provide experiences that contribute to student and staff learning, as well as institutional change. The evidence collected supports their roles as: disciplinary bridge', community bridge; socialisation scaffold, and social learning arena. They appear to have a useful developmental role in mobilising and motivating members of the campus community. As peripheral activities, however, extra-curricular interventions may be prone to erratic implementation through being under-resourced. They can extend participation in BSD although will not reach everyone. They are best viewed as a complementary part of BSD and linked to a process of curricular and pedagogic renewal. In addition to confirming the extent, utility and limitations of extra-curricular ESD practice, the research contributes a model to map understandings of sustainable development. This model points to a core environmental understanding to which extra layers and strands of thinking can be added. It also confirms the importance of non formal and informal influences in shaping people's conceptions of sustainable development.
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Holzbaur, U. D. "Linking research education and education for sustainable development via projects." Interim : Interdisciplinary Journal, Vol 11, Issue 1: Central University of Technology Free State Bloemfontein, 2012. http://hdl.handle.net/11462/325.

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One of the main tasks of universities is to prepare students for an academic or professional career, and to make them responsible members of society by giving them the motivation and skills to create a better future. Education for Sustainable Development is a core feature of education in a university of the 21th century and in society. In a university, it has two aspects: firstly, to educate students and to help future academics to contribute to sustainable development, secondly, to contribute to sustainability and to spread education for sustainable development in the community. We consider examples of successful cooperation between the university and its stakeholders via projects that are relevant for education for sustainable development. We analyse the success factors and the educational and sustainability impacts of these projects.
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Lidgren, Alexander. "A sustainable course for higher education." Lund, Sweden : International Institute for Industrial Environmental Economics, 2004. http://www.iiiee.lu.se/Publication.nsf/$webAll/14E0DB35970472A7C1256F9D00527E97/$FILE/Alexander%20Lidgren.pdf.

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Pakarinen, Nea. "Transition Practices: Education for Sustainable Development in Ecotourism." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-260689.

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There is a globally acknowledged urgency for mankind to transition toward sustainability. Empowering people to make sound assessments is the basis for desirable transitions. ‘Education for sustainable development’ (ESD) is an interdisciplinary learning process advancing knowledge, understanding and action for sustainability. To encourage sustainability transitions ESD needs to be personal and place-specific. One platform provisioning for such learning is ‘ecotourism’, where participants have a heightened sense of self, others and the environment. Hence a practice incorporating ESD into ecotourism is investigated in this thesis, to determine whether the setting would be propitious for fostering sustainability transitions. The pertinent sustainability concepts are assessed, and ‘social practice theory’ is utilized in a case study. The approach of social practice theory was preferable, as it holds the assumption that people are able to act in relation to collective cultural activities rather than in immediate responses to internal or environmental events. The effect of ESD in ecotourism is analyzed through observations and unstructured interviews conducted in a case-study in Turkey – Narköy, which is a hotel, organic farm and educational facility. The findings imply that through social practice, pro-environmental transitions can be encouraged and strengthened, with the provisions of having freedom for learning, social interaction, connection with nature, tangible activities and inclusive approach.
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Maglorzata, Szadkowska, Tomczak Tomasz, Daros Albert, Walczak Eliza, Zieba Klaudia, Nyczaj Agnieszka, Lozowska Matyna, and Dziuba Radoslaw. "The role of environmental education in sustainable development." Thesis, Видавництво СумДУ, 2011. http://essuir.sumdu.edu.ua/handle/123456789/10245.

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Köhler, Thomas, Norbert Pengel, Jana Riedel, and Werner Wollersheim. "Forecasting EduTech for the next decade. Scenario development teaching patterns in general versus academic education." TUDpress, 2019. https://tud.qucosa.de/id/qucosa%3A36572.

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Learning while studying is an individual process of actively acquiring knowledge through the co-construction of knowledge resources under supervision by teaching mentors. Mentoring activity typically consists of the interaction of two areas, namely the personal relationship between mentor and mentee, as well as individualized guidance on performance at the factual level, i.e. the partial result-based evaluation of the previous and advice on the future learning process. This in-process feedback is considered to be a key impact factor in learning success in international educational research, provided that it is as direct and as accurate as possible (Hattie & Yates, 2014). [... from the Indroduction]
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Books on the topic "Decade of Education for Sustainable Development"

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Contributions to the UN Decade of Education for Sustainable Development. Frankfurt am Main: Peter Lang, 2012.

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International Conference on Environmental Education (4th 2007 Centre for Enviornment Education). 4th International Conference on Environmental Education: Environmental education towards a sustainable future--partners for the decade of education for sustainable development : final report. Ahmedabad: Centre for Environment Education, 2007.

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International Conference on Environmental Education (4th 2007 Centre for Enviornment Education). 4th International Conference on Environmental Education: Environmental education towards a sustainable future-partners for the decade of education for sustainable development : final report. Ahmedabad: Centre for Environment Education, 2007.

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International Conference on Environmental Education (4th 2007 Centre for Enviornment Education). 4th International Conference on Environmental Education: Environmental education towards a sustainable future-partners for the decade of education for sustainable development : final report. Ahmedabad: Centre for Environment Education, 2007.

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Gorte, Julie Fox. UN decade of education for sustainable development 2005-2014: The 2007 MSU speaker series. [Lansing, Mich.]: Rowdy Soul, 2007.

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Międzynarodową, Konferencję Oblicza Równowagi-Architektura Urbanistyka Planowanie (. 2005 Wrocław Poland). Oblicza równowagi: Architektura, urbanistyka, planowanie u progu międzynarodowej dekady edukacji na rzecz zrównoważonego rozwoju, Wrocław, 23-25.06.2005.= Aspects of equilibrium : architecture, urban design, planning at t[h]reshold of UN decade of education for sustainable development, Wrocław, 23-25.06.2005. Wrocław: Oficyna Wydawn. Politechniki Wrocławskiej, 2005.

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Mojekwu, Joseph N., Wellington Thwala, Clinton Aigbavboa, Lawrence Atepor, and Samuel Sackey, eds. Sustainable Education and Development. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68836-3.

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University of the South Pacific. School of Education and Asia/Pacific Cultural Centre for Unesco, eds. Education for sustainable development. Suva, Fiji Islands: School of Education, University of the South Pacific, n.d.

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Thailand) Asia Pacific and Central Asian Academic Parliamentarians Workshop (2005 Krabi. Education, population, and sustainable development. Bangkok, Thailand: Asian Forum of Parliamentarians on Population and Development, 2005.

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Shephard, Kerry. Higher Education for Sustainable Development. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137548412.

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Book chapters on the topic "Decade of Education for Sustainable Development"

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Liimatainen, Anne. "United Nations Decade of Education for Sustainable Development." In Encyclopedia of Corporate Social Responsibility, 2606–10. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-28036-8_13.

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Joshi, Madhavi, and Ramboojh Yadav. "The Decade of Education for Sustainable Development in South Asia." In Reorienting Educational Efforts for Sustainable Development, 35–52. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-7622-6_3.

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Van Poeck, Katrien, Jürgen Loones, and Ingrid Claus. "Education for Sustainable Development in Flanders: The UN Decade and Beyond." In Schooling for Sustainable Development in Europe, 279–91. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09549-3_16.

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Aleixo, Ana Marta, Ulisses Miranda Azeiteiro, and Susana Leal. "UN Decade of Education for Sustainable Development: Perceptions of Higher Education Institution’s Stakeholders." In Handbook of Theory and Practice of Sustainable Development in Higher Education, 417–28. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47877-7_28.

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Leetch, Amanda, and Marna Hauk. "A Decade of Earth in the Mix: A Bibliometric Analysis of Emergent Scholarly Research on Sustainability Education and Ecopsychology in Higher Education." In Handbook of Theory and Practice of Sustainable Development in Higher Education, 291–306. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47895-1_18.

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de Wit, Hans, and Ligia Deca. "Internationalization of Higher Education, Challenges and Opportunities for the Next Decade." In European Higher Education Area: Challenges for a New Decade, 3–11. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_1.

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Abstract Internationalization has evolved in higher education over the past 30 to 40 years from a marginal aspect to a key aspect of the reform agenda. It also has evolved in different directions and, in that process, some previous values have got lost, and past priorities have been replaced by others. Economic rationales have become more dominant, but as the society is facing extreme challenges, summarized in the Sustainable Development Goals (SDGs) of the United Nations, internationalization needs to respond to these challenges and goals.
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Leicht, Alexander. "3. The future of learning for the future: beyond the United Nations Decade of Education for Sustainable Development." In Intergenerational learning and transformative leadership for sustainable futures, 81–90. The Netherlands: Wageningen Academic Publishers, 2014. http://dx.doi.org/10.3920/978-90-8686-802-5_3.

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Brunold, Andreas. "Civic Education in the View of the UNESCO Decade of Education for Sustainable Development and German Didactics and Curricula of Higher Education." In Theorizing Teaching and Learning in Asia and Europe, 232–48. New York : Routledge, 2017. | Series: Asia-Europe Education Dialogue: Routledge, 2017. http://dx.doi.org/10.4324/9781315751900-14.

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Mongkhonvanit, Pornchai, Chanita Rukspollmuang, and Yhing Sawheny. "IAU: The Power to Foster Higher Education for Sustainable Development." In The Promise of Higher Education, 345–53. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_52.

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AbstractModernization theory, which believes that “development equates economic growth” and changes in social, political, and cultural structures are the pathways for societies to become modernized, has been the predominant paradigm for the development of nations for decades. However, the model was met with a lot of criticism, and there was a movement to rethink the real meaning of development and well-being. Alternatives for development were proposed, but the most widely accepted paradigm is “sustainability” or “sustainable development” which was defined by the World Commission on Environment and Development (WCED) in the 1987 Brundtland Report (also called “Our Common Future”) as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs.” Under this development paradigm, programs, initiatives, and actions aim not only at the preservation of a particular resource but also at other distinct areas: economic, environmental, and social - known as the three pillars of sustainability. The Brundtland Report has had a worldwide impact. “Agenda 21”, a comprehensive plan of action to build a global partnership for sustainable development to improve human lives and protect the environment, was adopted in the 1992 Earth Summit in Rio de Janeiro, followed by many other agendas, including the United Nations Millennium Development Goals (MDG) (2000–2015) and the present United Nations 2030 Agenda for Sustainable Development or the 17 SDGs.
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Wang, Lu, and Keith Lewin. "Financing Compulsory Education in Rural Areas: The Development of a Sustainable Fund Guarantee System." In Two Decades of Basic Education in Rural China, 115–39. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2120-6_6.

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Conference papers on the topic "Decade of Education for Sustainable Development"

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Alves, Anabela C., Franz-Josef Kahlen, Shannon Flumerfelt, and Anna Bella Siriban-Manalang. "Fostering Sustainable Development Thinking Through Lean Engineering Education." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-38192.

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An implementation plan for the UN Decade of Education for Sustainable Development (ESD) by the implementing agency UNESCO, launched in 2005 to build partnerships with various partners mainly aimed to reflect the great diversity of interests, concerns, and challenges for ESD. Embedded in this UN program is the challenge to academic engineering programs to develop a technical workforce which is capable of designing and continually developing sustainable processes and products. ESD therefore requires engineers to be able to learn and perform in an interdisciplinary work environment as critical thinkers and problem solvers, to be value-driven and to practice participatory and transparent decision making. Taking these challenges back into curriculum development, the authors of this paper propose that their Lean Engineering Education (LEE) initiative be examined and scrutinized as a contribution to ESD. Thus, this paper reviews ESD roots and partnerships and, then, present, succinctly, LEE as a curricular innovation for engineering courses that promotes the behavior intended for future engineers, to foster a ESD and the Sustainable Development thinking.
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Cardoso, Alexandra, and Clara Vasconcelos. "HIGHER EDUCATION STUDENTS’ KNOWLEDGE AND OPINION ABOUT GEOETHICS AND SUSTAINABLE DEVELOPMENT." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end109.

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"Geoethics is a scientific area that has as its main concern the investigation of ethical conduct of humans with the Earth. Given that, geoethics has the potential to contribute to the achievement of the sustainable development. Geoscientists are professionals that investigate the Earth and have various professional responsibilities when performing their work. As such, geoethics started its emergency in the last decade and initially was focused on the geoscientists’ conduct. Afterwards, geoethics evolved to be concerned about every interaction of mankind with the Earth system, like mining, geoheritage conservation, and climate change. The present study aimed to understand students’ perceptions concerning geoethics and its relationship with Sustainable Development Goals of the 2030 Agenda of United Nations. The present study was developed under the scope of a Ph.D. thesis project with the aim to investigate and implement an innovative syllabus for teaching geoethics in higher education. Before the implementation of classes aligned with the mentioned syllabus, we conducted a survey that gathered data from 90 students studying geosciences higher education courses. Ages ranged between 18 and 58 years (mean=22.7) including 48 females and 42 males. The survey questionnaire comprised of 11 closed questions related to the importance of learning geoethics in higher education. The analysis of the closed questions’ answers allowed us to understand that students consider important to have and follow an ethical conduct (n=87, 96.7%) and think that geoscientists have responsibilities towards the planet (n=83, 92.2%). The majority of the participants assumed to have already heard the term geoethics (n=53, 58.9%). When confronted with the meaning of geoethics most of the respondents stated that its knowledge is essential to the future professional work (n=87, 96.7%), and gave importance to the teaching of geoethics in higher education (n=82, 91.1%). Concerning the 2030 Agenda for Sustainable Development, the majority of the students showed having some knowledge about the goals and considered them relevant due to the current state of the world and the need for citizen intervention on society (n=83, 92.2%; n=68, 75.6%; n=77, 85.5%). Most of the participants assumed that geoethics can contribute to sustainable development (n=89, 98.9%) and were able to point out three Sustainable Development Goals that they considered as related with geoethics. As our main conclusion, we can say that the participants of the study appraised geoethics as a relevant matter to be learned in higher education and grant it as a path for planetary sustainable development."
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Barna, Orsolya, and Mária Szalmáné Csete. "Integrating sustainable competences and green skills in the hungarian environmental engineering education." In SEFI 50th Annual Conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1430.

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Engineering plays a crucial part in responding to the biggest challenges of our era, including the transition toward a green economy by meeting the Sustainable Development Goals by 2030 and by achieving net-zero carbon emissions by 2050. Engineering education could be the leading actor in preparing engineers for these complex tasks and spread the necessary green knowledge, interdisciplinary skills, and competences to pursue a sustainable future. Hungary's education system has improved significantly in the last decade, considering the Central Eastern European region. A new national higher education strategy in 2014 set new directions for its development in many aspects, including an emphasis on soft skill development in the curricula. The Hungarian higher education system was characterized for decades by memorizing facts and figures; therefore, the effective integration of soft skill development is a slow process. In our study, we first provide a systematic review of the international and national literature to identify fundamental sustainability skills and competences for engineering. We also examine the Hungarian higher education frameworks and the skill-related output requirements in the environmental engineering programs. In the second part of the research, we present a qualitative study of in-depth interviews with Hungarian experts with different academic profiles and a focus group study with environmental engineering students about their views on green skills. Our results show that the concept of green skills is slowly spreading in environmental engineering university communities in Hungary; however, the effective implementation into the curricula will require some more time and work.
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Kozubíková, Zuzana, and Aleš Kozubík. "Level of Knowledge in Personal Finance by University Freshmen Management Students." In 7th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/eraz.s.p.2021.137.

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Financial literacy becomes one of the key competencies for life in modern society, and its importance grew significantly in the last decade. The study aims to determine how well newly coming university management stu­dents understand basic consumer financial concepts. The research is based on primary data by questionnaires and a sample of 342 students from the target population within Slovakia and the Czech Republic. The question­naire contained in its first part some questions covering the individual per­sonal socio-economic characteristics. In the second part, the respondents solved thirteen problems submitted as multiple-choice questions that tested their knowledge about personal finance. Authors examine the relationships among the personality characteristics of the students and their financial liter­acy. This leads to several remarkable findings. Due to the specialization of the study, the difference between the genders is blurred. As a significant source of the differences in financial literacy, the authors detect the previous education of the respondents and the forms of education in financial literacy.
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Dorneanu, Alexandra, Cristian-Valentin Hapenciuc, and Daniela Neamtu. "Education for sustainable development at the level of technological colleges during the pandemic period." In 4th Economic International Conference "Competitiveness and Sustainable Development". Technical University of Moldova, 2022. http://dx.doi.org/10.52326/csd2022.09.

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Education in the field of community life and the mechanism under the auspices of society can register significant progress. A high-quality and high-performance education system, adapted to contemporary standards of social inclusion and sustainable development, the guarantee of a sustainable, harmonious and favorable future for each individual. Currently, human society is challenged to respond to all problems, both on a global and national, regional or even local level. These problems endanger the future of humanity, the importance of the present education, being considered to be the basis of solving the problems of the contemporary world. Education for sustainable development develops and improves the capacity of individuals, groups, communities, organizations and countries to think and act in favor of sustainable development. Access to quality education is essential for the proper functioning of a sustainable society. In general, education is wrongly considered to be only a process that precedes entering the labor market. From the 2030 Agenda, education is a fundamental theme. The Sustainable Development Goal deals with the theme of education and is called "Guarantee a quality education and promote life-long learning opportunities for all", One of the targets of this SDG is to present. in 2030, substantially increasing the number of young people and adults who have relevant skills, including technical and vocational skills, to facilitate employment, decent job creation and entrepreneurship. During the pandemic, conducting practical training courses was a challenge for technological high schools. From the spring of 2021, while the classes were each held online or hybrid, it was decided that the training internships would take place physically. We propose to carry out an analysis of the challenges of the teachers who had practical training internships and the economic agents involved in the level of pre-university education in Suceava.
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Jiang, Ying. "A Care-oriented Design Process Model for Sustainable Design Education." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002421.

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In the unsustainable development of commodity production and resource consumption, designers are both part of the root of the problem and the agents of its solution. Education institutions and teaching plans bear a profound moral responsibility to improve designers’ ability to create a sustainable future. This chapter goes deep into the design education curriculum to explore a design process model that can be specifically applied to the field of care design.Education for sustainable development has become the main concern of environmental education since the 1990s (United Nations 1992). David W. Orr calls for an education system shift: ‘This crisis cannot be solved by the same kind of education that helped create the problems. Against the test of sustainability, our ideas, theories, sciences, humanities, social sciences, pedagogy, and educational institutions have not measured up’ (1992, p. 83). The UN Decade of Education for Sustainable Development (2005–2014) highlighted the key role of Education for Sustainable Development (ESD), aiming at ‘integrating the principles and practices of sustainable development into all aspects of education and learning, to encourage changes in knowledge, values and attitudes with the vision of enabling a more sustainable and just society for all’ (UNESCO, 2005, p.9). It fundamentally mobilized education to create relevant teaching rationales, teaching methods and learning content.The evolution of design for sustainability has been advanced ESD in higher education institutions and has created a wide array of teaching methods and tools, such as Service Design (Miso, 2020), Design Futuring (Fry, 2009), Transition Design (Jones, 2014), Systemic Design (Irwin, 2015), Design for Behaviour Change (Bhamra & Dewberry, 2007) and Ecology of Care (Coxon, 2017). The continuous improvement of sustainable design education helps designers to conceive a number of different conceptual solutions as a whole, and to take into consideration the wide array of impacts that their decisions have on people, the environment and the economy. However, the problem in curriculum education is that its focus is more on the designer’s sustainable achievements, rather than the designer's sustainable awareness and behavior changes. Strengthen the correlation between designers’sustainability awareness and design results would be appreciated.East China University of Science and Technology (ECUST) is a comprehensive university with a strong background in science and engineering. The fundamental design course teaching at the School of Art Design and Media has provided me with excellent research opportunities. In this context, I could integrate the care-oriented sustainable design course into the curriculum system and conduct research directly. I noticed that sustainable design is a special and independent concept rarely mentioned in existing design courses. As expected from traditional courses, design courses focus on creating visually compelling and fully functional works. Although some ‘green’ design projects are sometimes carried out, in most cases green design courseworks focus on finding solutions in terms of principles, technology, materials, etc., and finally propose a small product design concept without considering the whole systemof thought at the basis of design. Also, most part of the courses are devoted to the introduction of the double diamond model that guides the design process, even though it does not make full use of the scientific nature of the design process itself. Sometimes, design research is separated from design results. I am interested in reshaping the way designers think about sustainability in the field of traditional design education, by considering all the different impacts of design decisions on people, the environment and the economy.By understanding the nature of care, I intend to develop a design process model and teaching tools from the perspective of care, which can be extrapolated as a care-oriented, sustainable design education course. The design process can be seen as a learning process which provides deeper information about sustainability challenges and opportunities by influencing students’ design thinking and design activity. On the one hand, the design process model could build a clear teaching idea for teachers. On the other hand, it could raise students’ awareness of caring, and transform this consciousness into specific design schemes, which can provide insight into problems and propose solutions from larger and more complex perspectives, thereby generating new sustainable design ideas. This newly developed design process emphasizes the role of the immediate-environment in promoting clients and products care.
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Kamel, Sherif. "The Use of DSS/EIS for Sustainable Development in Developing Nations." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2509.

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The use of information technology over the last two decades has been growing in different sectors and industries tackling many issues in the economy and penetrating many aspects of decision-making and organizational development. Information and communication technologies are also seen as a building block that can support socioeconomic development. Therefore, nations around the world have been attempting to capitalize on the capacities of various information and communication technologies to support their planning, development and growth processes. Egypt, as a developing country, attempted since the mid 1980s to invest in its information infrastructure and focus on the development of information and management support systems to leverage the decision making process in the government and the public sector with an emphasis on its local administration using management support systems such as decision support systems and executive information systems for socioeconomic development objectives. Following is the outcome of a research conducted covering the GIDSC project, sponsored by the government, and aiming to leverage the decision making process for governors. This paper is partially based on a research conducted in 2001 by Yosra Gadallah on the use of advanced information systems applications in the decision making process at the public administration level in Egypt.
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Meneses, Rute F., Ana Sani, and Carla Barros. "SUSTAINABLE DEVELOPMENT GOALS & VIOLENCE PREVENTION IN HOSPITALS: CONTRIBUTIONS FROM PSYCHOLOGY STUDENTS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end107.

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"Ideally, all individuals should be involved in the sustainable development goals attainment. Even though frequently ignored, Psychology can have a considerable impact in this context. Psychology students can also make an important contribution as such. Additionally, an area in desperate need of attention, even before the hardships related to the COVID-19 pandemic, is violence prevention in healthcare settings. Consequently, the aim of this study is to present the rationale, process and results of a project on violence prevention in hospitals undertaken by Psychology undergraduates. The 61 students enrolled in a 3rd-year compulsory course enthusiastically accepted the challenge to develop a brief training session for violence prevention in a hospital setting as part of their grading system. The theme and the possibility to develop a training session were proposed and not imposed. A total of 22 work groups were formed: 4 decided to focus on patients, 4 on nurses, 3 on mental health professionals/psychiatrists, 2 on psychologists, 2 on obstetrics/gynecology; almost all of the remaining groups chose health professionals in general. Only 4 groups decided to take the challenge one step further and direct their training for outside of the class, via Zoom. The sessions were scheduled to begin on the 7th December 2021. Among the sub-themes chosen by the groups (with no constraints from the teacher), there is: burnout (3 groups), psychological well-being, depression, communication, resilience, and optimism. Globally, the groups were keen on complementing the psycho educational component with a skills training approach. Consequently, during undergraduates’ skills training, students can become more aware of the sustainable development goals and experience simple ways they can contribute to them (e.g., Goals 3, 4, 5, 8, 10, 16, and 17)."
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García-Aranda, César, Agustin Molina-García, María del Carmen Morillo Balsera, Sandra Martínez-Cuevas, Encarnación Rodríguez Hurtado, Javier Pérez Rodríguez, Jorge Rodríguez-Chueca, et al. "Creativity and Innovation Skills in University STEM Education: The CHET Project Approach." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11127.

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Creativity and innovation are crucial skills to face challenges in economy, environment and social context today, especially next decade with 2030 Agenda for Sustainable Development adopted by all United Nations Member States. European Higher Education System considers STEM studies play a key role to lead the global labor market and address our economic system towards more sustainability and equality model. Innovative educational projects developed at the Universidad Politécinca de Madrid have identified lack of students skills in creativity and innovation to apply challenge based-learning and others methodologies in classrooms. Hovewer Higher Education institutions need a whole approach to include creativity in university curricula (graduate and postgraduate programs), at the same time, professors claim support to embebed innovative methodologies in their subjects. CHET Project is designed as a solid strategy aimed at developing an innovative process to modernization of Higher Education System in Europe. Step by step, the project begins by defining the learning environment, then developing creativity techniques and tools, and finally validating methodologies and processes. All this supported by free access online platform.
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Švikruhová, Petronela, Veronika Zabojníková, and Zuzana Kapsdorferová. "ENVIRONMENTAL MANAGEMENT IN THE FIELD OF SUSTAINABLE DEVELOPMENT." In 12th International Scientific Conference „Business and Management 2022“. Vilnius Gediminas Technical University, 2022. http://dx.doi.org/10.3846/bm.2022.764.

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The present linear (take-make-waste) model of economy representing as well with textile and clothing indus-try has slight chances of effectively adopting sustainable development principles. In recent decades, clothing produc-tion has significantly changed and has grown into a Fast fashion trend characterized by mass production of clothes, low prices, and their short life cycle. Supporting the sustainability, circularity, and resource efficiency of all materials, processes and general business operations is essential in this sector. The paper deals with the issue of the negative envi-ronmental, social, and economic impacts of the clothing industry on society. To better understand the situation on the market, paper analyses and evaluates consumer behavior in the clothing industry through the results of a questionnaire survey. Draws attention to the negatives of the linear economy model and proposes solutions to mitigate the detrimen-tal effect of the clothing industry on the environment and society through education, stricter legislation, simplification of the certification process, support and promotion of organic production, and by highlighting the necessity to move from linear economy to the circular economy. Mitigating the negative impact of the clothing industry is essential to achieving sustainable living conditions.
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Reports on the topic "Decade of Education for Sustainable Development"

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England, Lauren. Crafting Professionals: craft higher education & sustainable business development. University of Dundee, 2020. http://dx.doi.org/10.20933/100001183.

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Rybalko, Lina, and Elena Lavrentieva. Innovative Technologies Application in Education as a Condition for Education for Society Sustainable Development. International Journal of Engineering & Technology, 2018. http://dx.doi.org/10.31812/123456789/4573.

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The article presents the results of the scientific research on the issue of environmental studies based on ecological-evolutionary approach. The meaning and content of the term ecological-evolutionary approach and the conceptual ideas of ecological-evolutionary approach (the idea of evolution and ecocentrism) are explained. Teaching technologies based on ecological-evolutionary approach are characterized with the approach explained as the innovative technology that, in use, will provide modernization of environmental studies within the educational aspect for the society’s sustainable development. The pedagogical experiment results are presented, confirming the technology’s effectiveness based on ecological-evolutionary approach and the implementation of ecological-evolutionary approach concepts and didactic fundament in teaching environmental subjects.
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Hirami, Naotaka. Working Paper PUEAA No. 2. Green Policy driven activities at Hiroshima University. Universidad Nacional Autónoma de México, Programa Universitario de Estudios sobre Asia y África, 2021. http://dx.doi.org/10.22201/pueaa.002r.2021.

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The University of Hiroshima has decided to focus on how the organization of human societies and the problems generated by these, have impacted the environment, as well as the influence that these should have as factors in the so-called "green policies" in order to create sustainable development. It is through education, mainly in universities, that we seek to create not only awareness but also a research base on which to work and create support and working networks towards the labor and business sectors with an emphasis on environmental care. By creating an intersectional model, the necessary measures for environmental protection can be better understood and applied without neglecting human and economic development, which are equally important for the progress of societies. The activities presented by the University, and that seek to expand to Mexico, are a great opportunity to create such networks in the country and understand the development-environment interrelationship.
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Nagahi, Morteza, Raed Jaradat, Mohammad Nagahisarchoghaei, Ghodsieh Ghanbari, Sujan Poudyal, and Simon Goerger. Effect of individual differences in predicting engineering students' performance : a case of education for sustainable development. Engineer Research and Development Center (U.S.), May 2021. http://dx.doi.org/10.21079/11681/40700.

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The academic performance of engineering students continues to receive attention in the literature. Despite that, there is a lack of studies in the literature investigating the simultaneous relationship between students' systems thinking (ST) skills, Five-Factor Model (FFM) personality traits, proactive personality scale, academic, demographic, family background factors, and their potential impact on academic performance. Three established instruments, namely, ST skills instrument with seven dimensions, FFM traits with five dimensions, and proactive personality with one dimension, along with a demographic survey, have been administrated for data collection. A cross-sectional web-based study applying Qualtrics has been developed to gather data from engineering students. To demonstrate the prediction power of the ST skills, FFM traits, proactive personality, academic, demographics, and family background factors on the academic performance of engineering students, two unsupervised learning algorithms applied. The study results identify that these unsupervised algorithms succeeded to cluster engineering students' performance regarding primary skills and characteristics. In other words, the variables used in this study are able to predict the academic performance of engineering students. This study also has provided significant implications and contributions to engineering education and education sustainable development bodies of knowledge. First, the study presents a better perception of engineering students' academic performance. The aim is to assist educators, teachers, mentors, college authorities, and other involved parties to discover students' individual differences for a more efficient education and guidance environment. Second, by a closer examination at the level of systemic thinking and its connection with FFM traits, proactive personality, academic, and demographic characteristics, understanding engineering students' skillset would be assisted better in the domain of sustainable education.
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Cronin, Meghan, Christa Marandino, Sheri Schwartz, Maggie Chory, Phil Browne, Aneesh Subramanian, Warren Joubert, et al. Interactions Strategy (OASIS) for a Predicted Ocean, a satellite event for the UN Decade of Ocean Science for Sustainable Development - Predicted Ocean Laboratory. SCOR, November 2021. http://dx.doi.org/10.3289/scor_wg_162_2021.

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Cronin, Meghan F., Clarissa Anderson, Jerome Aucan, Marcus L. Aydelett, Sebastien O. C. Boulay, Patricia Chardon-Maldonado, Maggie Chory, et al. Workshop Report for the Air-Sea Observations for a Safe Ocean, a satellite event for the UN Decade of Ocean Science for Sustainable Development - Safe Ocean Laboratory. Edited by R. Venkatesan. SCOR Working Group #162 for developing an Observing Air-Sea Interactions Strategy (OASIS), October 2022. http://dx.doi.org/10.3289/scor_wg_162_2022_2.

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The “Air-Sea Observations for a Safe Ocean” satellite event to the UN Decade Safe Ocean Laboratory was held on April 7, 2022 at 0000 CEST with a total number of 39 participants. The 2-hour virtual workshop, also referred to on the Observing Air-Sea Interactions Strategy (OASIS) website as “OASIS for a Safe Ocean” (https://airseaobs.org/oasis-for-a-safe-ocean), included a 30-minute poster/social session in the interactive Gather.Town platform (Figure 1). Overall, the event was interactive and productive, fostering constructive discussions about the OASIS strategy. With a focus on Small Island Developing States (SIDS), three of the four speakers and one moderator were from island states. Overall, the group was diverse and demonstrated the strong interest of the global air-sea interactions community to promote a Safe Ocean, particularly for SIDS. Participants included many Early Career Ocean Professionals (ECOP), representing the stake they have in the future, and had active women participation.
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Aleixo, Ana Marta, Susana Leal, Margarida Mano, and Ulisses Azeiteiro. The bond between Higher Education Institutions and society: A scoping review protocol about knowledge transfer and valorisation to promote sustainable development. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2022. http://dx.doi.org/10.37766/inplasy2022.8.0072.

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Review question / Objective: The research question of the present paper is: How have Higher education’s institutions operationalised the transfer of knowledge to society in terms of research, development, and innovation (R&D&I), what are the determinants of this process, and how the HEI knowledge transfer to society contributes for the sustainability and UN SDG? To answer this research question, the following goals were outlined: (a) understand which determinants influence the HEIs knowledge transfer to society, (b) perceive how HEIs knowledge transfer for society could be operationalized in an effective way; and, (c) perceive how HEIs knowledge transfer for society support the implementation of sustainability and the UN SDGs.
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Stravens, Manon, Marieke Rotman, Joris Tielens, and Sara Butler. Crossing borders to contribute to the Sustainable Development Goals : Lessons from ten years of the Wageningen University Interdisciplinary Research & Education Fund (INREF). Wageningen: Wageningen University & Research, Interdisciplinary Research & Education Fund (INREF), 2022. http://dx.doi.org/10.18174/569632.

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Marandino, Christa. Workshop Report for the Observing Air-Sea Interactions Strategy (OASIS) for a Clean Ocean, a satellite event for the UN Decade of Ocean Science for Sustainable Development - Clean Ocean Laboratory. SCOR, 2022. http://dx.doi.org/10.3289/scor_wg_162_2022_1.

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Mehmood, Hamid, Surya Karthik Mukkavilli, Ingmar Weber, Atsushi Koshio, Chinaporn Meechaiya, Thanapon Piman, Kenneth Mubea, Cecilia Tortajada, Kimberly Mahadeo, and Danielle Liao. Strategic Foresight to Applications of Artificial Intelligence to Achieve Water-related Sustainable Development Goals. United Nations University Institute for Water, Environment and Health, April 2020. http://dx.doi.org/10.53328/lotc2968.

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Abstract:
The report recommends that: 1) Policymakers should conduct holistic assessments of social, economic, and cultural factors before AI adoption in the water sector, as prospective applications of AI are case- specific. It is also important to conduct baseline studies to measure the implementation capacity, return on investment, and impact of intervention. 2) To ensure positive development outcomes, policies regarding the use of AI for water-related challenges should be coupled with capacity and infrastructure development policies. Capacity development policies need to address the AI and Information and Communications Technology (ICT) needs for the AI-related skill development of all water-related stakeholders. Infrastructure development policies should address the underlying requirements of computation, energy, data generation, and storage. The sequencing of these policies is critical. 3) To mitigate the predicted job displacement that will accompany AI-led innovation in the water sector, policies should direct investments towards enabling a skilled workforce by developing water sector-related education at all levels. This skilled workforce should be strategically placed to offset dependency on the private sector. 4) Water-related challenges are cross-cutting running from grassroots to the global level and require an understanding of the water ecosystem. It is important for countries connected by major rivers and watersheds to collaborate in developing policies that advance the use of AI to address common water-related challenges. 5) A council or agency with representation from all stakeholders should be constituted at the national level, to allow for the successful adoption of AI by water agencies. This council or agency should be tasked with the development of policies, guidelines, and codes of conduct for the adoption of AI in the water-sector. These key policy recommendations can be used as primary guidelines for the development of strategies and plans to use AI to help achieve water-related SDGs.
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