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Journal articles 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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1

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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2

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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3

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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4

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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5

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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9

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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10

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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11

González-Gaudiano, Edgar. "Education for Sustainable Development: Configuration and Meaning." Policy Futures in Education 3, no. 3 (September 2005): 243–50. http://dx.doi.org/10.2304/pfie.2005.3.3.2.

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The inception of the United Nations Decade of Education for Sustainable Development (2005–14) has excited controversy over the validity of the concept of education for sustainable development (ESD), as well as reactivating a critical review of the environmental education field as a whole. This article analyzes the peculiarities of ESD, the conditions that gave rise to it, the characteristics of its proposed configuration and the implications for environmental education.

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12

Ермаков and Dmitriy Ermakov. "EDUCATION FOR SUSTAINABLE DEVELOPMENT: PRELIMINARY RESULTS." Standards and Monitoring in Education 1, no. 4 (September 16, 2013): 3–8. http://dx.doi.org/10.12737/953.

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The decade of Education for Sustainable Development (ESD), which has been declared by United Nations, is ending in 2014. That is while the preliminary results should be summarized, and this area’s prospects should be defined. In this paper the essence of ESD, in which several trends (adaptation, formalization, modernization, reformation and transformation) are emphasized from viewpoint of their content has been considered. The ESD’s main psychopedagogical and socio-ecological characteristics have been generalized. It has been demonstrated that there is no the ESD’s universal model. The results of Russian initiatives’ monitoring in the ESD area on all levels of education (from pre-school till postgraduate) have been presented. According to poll of experts the assessment of degree of implementation related to Strategy of the United Nations’ European Economic Commission for ESD has been given. The pedagogical potential of ESD has been revealed as well as diffi culties related to ESD establishing in the Russian Federation.

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13

Rauch, Franz, and Regina Steiner. "Competences for Education for Sustainable Development in Teacher Education." Center for Educational Policy Studies Journal 3, no. 1 (March 31, 2013): 9–24. http://dx.doi.org/10.26529/cepsj.248.

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Competences are intensively discussed in the context of cross-curricular themes, such as Sustainable Development and Education for Sustainable Development (ESD), especially in light of the United Nations Decade for ESD (2004–2015). Recent literature on ESD lists a number of competences for ESD in various fields with the exception of teacher education. A competencemodel for ESD for educators was generated in the Austrian research project KOM-BiNE (Competences for ESD in Teacher Education) as part of a large-scale EU project. The KOM-BiNE competence model consists of areas of competences within fields of action. The constituent elements of the competence model are described in detail and are illustrated with examples.

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14

Grabovska, Rudīte, and Jens Grabowski. "Implementing the United Nations Decade on Education for Sustainable Development in Latvian Higher Education." Journal of Teacher Education for Sustainability 11, no. 1 (January 1, 2009): 18–30. http://dx.doi.org/10.2478/v10099-009-0029-y.

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Implementing the United Nations Decade on Education for Sustainable Development in Latvian Higher EducationThe article analyzes the implementation of aims and tasks of the UN Decade of Education for Sustainable Development (DESD) (2005-2014) in Latvian higher education institutions (HEI). In the first part of the article the general context of DESD and its' objectives that will be necessary to reach in all levels of education systems are characterized. The second part describes the results obtained from the research on five Education for Sustainable Development (ESD) indicators by considering the situation in two state universities and two regional HEI in Latvia. Educational policies, strategies, curricula, documentations, and different activities in higher education were analyzed in the context of the DESD. Evaluation of the situation in Latvian HEI in general permits the authors to conclude that cooperation on ESD in global context is developed better than local initiatives.

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15

Van Wynsberghe, Robert, and Janet Lynn Moore. "UN decade on education for sustainable development (UNDESD): enabling sustainability in higher education." Environment, Development and Sustainability 17, no. 2 (November 23, 2014): 315–30. http://dx.doi.org/10.1007/s10668-014-9606-x.

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16

Tilbury, Daniella. "Australia's Response to a UN Decade in Education for Sustainable Development." Australian Journal of Environmental Education 22, no. 1 (2006): 77–81. http://dx.doi.org/10.1017/s0814062600001683.

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AbstractThe United Nations Decade of Education for Sustainable Development (DESD) 2005-2014 provides a significant platform to enhance the profile of Education for Sustainable Development (ESD) in formal and informal learning spaces and ultimately to assist in transforming our future into a more sustainable one. The article presents a brief summary of Australia's response to the DESD since its announcement in 2003. It argues that if stakeholders interpret the Decade as “business as usual”, rather than as a chance to reflect on how to be more strategic and reach out to key decision-makers or how to be more effective in involving a greater number of stakeholders in learning and change for sustainability, then the opportunities presented by the DESD will be missed.

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17

Lang, Josephine R. "The Decade of Education for Sustainable Development: A Perspective from Australia." Applied Environmental Education & Communication 4, no. 3 (July 2005): 251–56. http://dx.doi.org/10.1080/15330150591004715.

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18

McKeown, Rosalyn. "What Happened During the UN Decade of Education for Sustainable Development?" Applied Environmental Education & Communication 14, no. 2 (April 3, 2015): 67–69. http://dx.doi.org/10.1080/1533015x.2014.971979.

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19

Paden, Mary. "Tracking Progress in the UN Decade of Education for Sustainable Development." Journal of Education for Sustainable Development 1, no. 1 (March 2007): 115–16. http://dx.doi.org/10.1177/097340820700100119.

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20

Mulà, Ingrid, and Daniella Tilbury. "A United Nations Decade of Education for Sustainable Development (2005–14)." Journal of Education for Sustainable Development 3, no. 1 (March 2009): 87–97. http://dx.doi.org/10.1177/097340820900300116.

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21

Tilbury, Daniella. "UN Decade in Education for Sustainable Development: Implications for Geography Educators." New Zealand Journal of Geography 117, no. 1 (May 15, 2008): 14–16. http://dx.doi.org/10.1111/j.0028-8292.2004.tb00030.x.

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22

Abd Elkhalek, Abeer Mohamed Ali. "Education for Sustainable Development: A Critical Analyses." International Journal of Economics and Finance 13, no. 6 (May 31, 2021): 181. http://dx.doi.org/10.5539/ijef.v13n6p181.

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Education has a key role in attaining sustainable development goals for both of developing and developed countries. Considering “the Decade of Education for Sustainable Development” approved by United Nations, the gap between the real and the intended contribution of education to sustainable development must be assessed. The main aim of the current study is to evaluate the contribution of education to sustainable development and explore efficient mechanisms to maximize that contribution regarding the main pillars of sustainable development. This paper goes beyond a study concentrating exclusively on the role of education in achieving sustainable development goals as it also examines the relation between education and each dimension of sustainable development to conclude related policy recommendations which are exposed to be useful in that regard.

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23

Lawale, Shivali, and Aline Bory-Adams. "The Decade of Education for Sustainable Development: Towards four pillars of learning." Development 53, no. 4 (November 25, 2010): 547–50. http://dx.doi.org/10.1057/dev.2010.76.

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24

Fien, John. "A Letter from the Future: UNESCO and the Decade of Education for Sustainable Development." Australian Journal of Environmental Education 22, no. 1 (2006): 63–70. http://dx.doi.org/10.1017/s081406260000166x.

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AbstractThis paper begins with a letter of thanks from future generations for the wisdom our generation has shown in initiating a Decade of Education for Sustainable Development. It describes the overall goals of the Decade and focuses on the Action Plan being developed by UNESCO to guide its contributions as the international lead agency for the Decade. These are shown to be two-fold. The first is one of leadership, catalysing, coordinating and supporting activities around the world, especially supporting the re-orientation of national education systems and policies in support of sustainable development and encouraging civil society, the private sector and the media to participate. The second is as a substantive implementer of Education for Sustainable Development, itself, helping to create an enabling environment for the achievement of the objectives of the Decade.

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25

Gadotti, Moacir. "Education for Sustainability: A Critical Contribution to the Decade of Education for Sustainable Development." Green Theory & Praxis: The Journal of Ecopedagogy 4, no. 1 (June 2008): p. 15—p. 64. http://dx.doi.org/10.3903/gtp.2008.1.3.

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Beka, Arlinda. "The Kosovo Education for Sustainable Development's Role in Promoting the Decade of Education for Sustainable Development in Kosovo." Applied Environmental Education & Communication 14, no. 2 (April 3, 2015): 126–31. http://dx.doi.org/10.1080/1533015x.2015.1031411.

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27

Shallcross, Tony, and John Robinson. "Is a decade of teacher education for sustainable development essential for survival?" Journal of Education for Teaching 33, no. 2 (April 27, 2007): 137–47. http://dx.doi.org/10.1080/02607470701259382.

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28

Ontong, Krystle, and Lesley le Grange. "The reconceptualisation of sustainability after the decade of education for sustainable development." Tydskrif vir Geesteswetenskappe 55, no. 1 (2015): 50–61. http://dx.doi.org/10.17159/2224-7912/2015/v55n1a4.

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29

González-Gaudiano, Edgar. "The Decade of Education for Sustainable Development: Challenges and Opportunities in México." Applied Environmental Education & Communication 4, no. 3 (July 2005): 273–75. http://dx.doi.org/10.1080/15330150591004805.

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Hopkins, Charles. "Beyond the Decade: The Global Action Program for Education for Sustainable Development." Applied Environmental Education & Communication 14, no. 2 (April 3, 2015): 132–36. http://dx.doi.org/10.1080/1533015x.2015.1016860.

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Tilbury, Daniella, and Sonja Janousek. "Asia-Pacific Contributions to the UN Decade of Education for Sustainable Development." Journal of Education for Sustainable Development 1, no. 1 (March 2007): 133–41. http://dx.doi.org/10.1177/097340820700100122.

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Tilbury, Daniella. "Monitoring and Evaluation during the UN Decade of Education for Sustainable Development." Journal of Education for Sustainable Development 1, no. 2 (September 2007): 239–54. http://dx.doi.org/10.1177/097340820700100214.

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33

Abdullah, Gary Lim@Khaeril Zach. "Sustainable Development by Instinct, Challenges, and Opportunities in the Decade." Applied Environmental Education & Communication 4, no. 3 (July 2005): 269–72. http://dx.doi.org/10.1080/15330150591004760.

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Allen, Irma. "Embarking on the Decade for Sustainable Development: A Swaziland View." Applied Environmental Education & Communication 4, no. 3 (July 2005): 283–87. http://dx.doi.org/10.1080/15330150591004823.

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Landorf, Hilary, Stephanie Doscher, and Tonette Rocco. "Education for sustainable human development: Towards a definition." Theory and Research in Education 6, no. 2 (July 2008): 221–36. http://dx.doi.org/10.1177/1477878508091114.

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Three years into the Decade of Education for Sustainable Development, there has been considerable discussion regarding education for sustainable development (ESD) at a policy level, yet very few countries and communities have moved to integrate ESD into their educational curriculum. In this article we argue that the conceptualization and implementation of ESD can be advanced by grounding it in the human capability approach.We define education for sustainable human development as educational practice that results in the enhancement of human well-being, conceived in terms of the expansion of individuals' agency, capabilities and participation in democratic dialogue, both for now and for future generations.We conclude that incorporating Amartya Sen's human capability approach as the basis of ESD will provide the clarity of direction and purpose needed for the transformation of curriculum, pedagogy and assessment.

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Combes, Bernard P. Y. "The United Nations Decade of Education for Sustainable Development (2005–2014): Learning to Live Together Sustainably." Applied Environmental Education & Communication 4, no. 3 (July 2005): 215–19. http://dx.doi.org/10.1080/15330150591004571.

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37

Kalaitzidis, Dimitrios. "Sustainable School Indicators: Approaching the Vision Through the Sustainable School Award." Journal of Teacher Education for Sustainability 14, no. 2 (December 1, 2012): 168–80. http://dx.doi.org/10.2478/v10099-012-0015-7.

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Abstract The Sustainable School Award is a project for schools that aims to integrate a sustainability perspective into all aspects of school life through sustainable school indicators. It complies with the implementation strategy of the International Plan of Action of the Decade for Education for Sustainable Development (2005-2014) and the Strategy of United Nations Economic Commission for Europe (UNECE). In this paper, we present the vision of a sustainable school and an attempt to connect theory and practice of education for sustainable development in order to approach this vision. A brief report on the first year of the implementation of the project in Greece is also presented.

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Farinha, Carla Sofia, Ulisses Azeiteiro, and Sandra Sofia Caeiro. "Education for sustainable development in Portuguese universities." International Journal of Sustainability in Higher Education 19, no. 5 (July 2, 2018): 912–41. http://dx.doi.org/10.1108/ijshe-09-2017-0168.

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Purpose This paper aims to determine, from key actors’ perspective, how sustainability has been integrated into the policies and strategies of higher education institutions (HEIs), particularly Portuguese public universities, within the framework of the United Nations Decade of Education for Sustainable Development (UN DESD) 2005-2014. Design/methodology/approach Semi-structured exploratory interviews were conducted after gathering a sample of 15 key actors in decision-making processes who designed and implemented Portuguese education for sustainable development (ESD). Seven interviews with the key actors were undertaken and analyzed, leading to other plans, policies and programs that were not publicly accessible. Findings The main findings are the lack of commitment from governmental institutions to implementing ESD at the university level and how few documents are partially linked to sustainable development, according to the key actors’ opinions. Nevertheless, Portuguese universities’ autonomy and their social responsibility have lead them to develop several initiatives and policies toward ESD. Research limitations/implications Convenience sample does not allow results to be generalized to all Portuguese HEIs. Future investigation will be undertaken, including the analysis of plans, policies and strategies at university level, and a questionnaire survey will be applied to those responsible for implementing sustainability in Portuguese universities. Practical implications This study provides findings, conclusions and recommendations that ultimately motivate HEIs to achieve sustainable development and to be more effective in integrating sustainability into their policies and strategies. Originality/value The paper contributes to the literature by reflecting the lack of integration of policies and strategies in HEIs in a southern European country (Portugal), within the framework and goals of the UN DESD 2005-2014, and by explaining similar patterns probably existing in other countries.

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Salīte, Ilga. "Searching for Sustainability in Teacher Education and Educational Research: Experiences from the Baltic and Black Sea Circle Consortium for educational research." Discourse and Communication for Sustainable Education 6, no. 1 (December 1, 2015): 21–29. http://dx.doi.org/10.1515/dcse-2015-0002.

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Abstract The Baltic and Black Sea Circle Consortium for educational research (BBCC) was established at the beginning of the Decade of Education for Sustainable Development (2005). BBCC has obtained its name in the Third International Conference Sustainable Development, Culture, Education in the University of Vechta (Germany, 2005). The paper will give insights into preconditions of the establishment of the international network in: (1) the stage before the Decade (2000–2004) when the UNESCO/UNITWIN Chair from Toronto and team from Daugavpils University from Latvia were started to prepare participatory action research for the reorientation teacher education towards the aim of sustainable development and (2) the stage of the Decade (2005–2014) when the network and its development continued as an open network for participation. The structure of the network provides the international environment for cooperation and welcomes new participants. The initiative of the network’s foundation was offered by the UNESCO/UNITWIN Chair in Toronto. For the coordination the BBCC actions and self-development the Institute of Sustainable Education (2003) was established in Daugavpils University (DU) and later UNESCO/UNITWIN Chair on Interplay of Tradition and Innovation in ESD were emerged at Daugavpils University (2013). Action research experience was viewed in current article as a complex development process and at the same time as a complex system in which attention on the adaptation and evolution of cooperative relations will be emphasis. Metaphors approach and characterisation of frames of references for reorientation education towards sustainability will be examine in order to find the answers that allow realising reorienting of teacher education towards sustainable development. The analysis will be based on the topics which were discussed in annual BBCC conference Sustainable Development. Culture. Education sections. Conclusions will offer main assumptions from the most significant BBCC network lived experiences in teacher education which is the real heritage from ANO Decade and in future it will serve as the frame of reference for realization of UNESCO/UNITWIN Chair in DU and BBCC actions in education and educational research for sustainable development in action.

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Malhadas, Zióle Zanotto. "Is It Possible to Benefit from the Decade for Education for Sustainable Development?" Applied Environmental Education & Communication 4, no. 3 (July 2005): 257–59. http://dx.doi.org/10.1080/15330150591004724.

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41

Malakwen, George. "The Eastern Africa Environmental Network and the Decade of Education for Sustainable Development." Applied Environmental Education & Communication 4, no. 3 (July 2005): 265–67. http://dx.doi.org/10.1080/15330150591004751.

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42

Vladimirova, Katia. "The Pure Intergenerational Problem and the UNESCO Decade of Education for Sustainable Development." ETHICS IN PROGRESS 5, no. 1 (February 1, 2014): 66–79. http://dx.doi.org/10.14746/eip.2014.1.4.

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This article aims to bring together some theory – research on climate ethics, particularly the Pure Intergenerational Problem (PIP) introduced by Stephen Gardiner – and some practice – the new educational agenda proposed by the United Nations in 2002 and framed as the Decade of Education for Sustainable Development (DESD). PIP can be resolved (or rather, avoided) if a shift in values happens that would change the very context of the problem. On the other hand, DESD is aimed at promoting the values “inherent in sustainable development” and at enabling societal transformation and behavioral change. The main focus within the value shift in this article is on a particular set of values (principles, concerns) that relate present people to future generations in terms of moral responsibility. It is argued that the promotion of ethical considerations that are concerned with the distant future, and the future of humankind in general, can be a solution to the Pure Intergenerational Problem. The article also explores whether parts of this solution can already be found within the educational agenda of DESD.

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Wu, Yen-Chun Jim, and Ju-Peng Shen. "Higher education for sustainable development: a systematic review." International Journal of Sustainability in Higher Education 17, no. 5 (September 5, 2016): 633–51. http://dx.doi.org/10.1108/ijshe-01-2015-0004.

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Purpose This study aims to provide a complete understanding of academic research into higher education for sustainable development (HESD). Design/methodology/approach This study utilizes a systematic review of four scientific literature databases to outline topics of research during the UN’s Decade of Education for Sustainable Development (DESD). Findings This study compares research trends and United Nations Educational, Scientific and Cultural Organization’s (UNESCO’s) strategic perspectives, worldwide topics and the number of studies. The results show that the research trends did not match UNESCO’s perspectives well and that researchers’ focus on popular events led to the variation between the numbers of articles each year. In summary, the findings indicate that most researchers base their topics on environmental issues, and research trends indicate the need for the integration of HESD. Practical implications This study provides a systematic review of higher education for academic research into sustainability, and it has implications for researchers and educators by identifying the gaps between the research conducted and the UN’s policies during the DESD. Originality/value This study attempts to offer an integrated view of HESD and to understand the bias of research trends during the DESD.

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Scowcroft, Gail, Tina Bishop, Liesl Hotaling, Paula Keener, Janice McDonnell, Cheryl Peach, and Peter Tuddenham. "An Ocean Science Education Network for the Decade." Marine Technology Society Journal 55, no. 3 (May 1, 2021): 102–3. http://dx.doi.org/10.4031/mtsj.55.3.40.

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Abstract Ocean science education and ocean literacy are overarching components of all Ocean Decade challenges. Educating the next generation of ocean scientists will help achieve Ocean Decade objectives, while increasing public ocean literacy will motivate citizens to engage in the ocean science enterprise. During the UN Ocean Decade, a coordinated flow of information among scientists, educators, policy makers, business leaders, and the public will help guide research priorities in addition to enhancing citizens' ocean literacy. Ocean literacy is about more than the acquisition of ocean science knowledge. It also relates to critical needs for citizens to become responsible in sustainably using the ocean and its resources. Society must gain scientific understanding of the ocean's responses to pressures and make management decisions that are fundamental for sustainable development of its resources. U.S. ocean science education, outreach, and communication initiatives have been greatly expanded since 2002 due to the work of the National Science Foundation-funded, national Centers for Ocean Sciences Education Excellence (COSEE; now the Consortium for Ocean Science Exploration and Engagement) network. The infrastructure established by COSEE is well-poised to take on the establishment of a network of networks to forge U.S. leadership in robust international collaborations in support of Ocean Decade objectives.

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Li, Ming, Nuttapong Jotikasthira, and Ruihui Pu. "Digitalization, knowledge sharing and higher education for sustainable development." World Journal on Educational Technology: Current Issues 14, no. 5 (September 30, 2022): 1468–84. http://dx.doi.org/10.18844/wjet.v14i5.7713.

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This academic paper focuses on digitalization and higher education for sustainable development (HESD). A systemic review of 67 articles published in Web of Science (WOS) in the past decade was undertaken. The articles were chosen because of their relevance to this era of digitalization and the role of higher education in promoting knowledge sharing with respect to sustainable development. The analysis used six categories: journals, publication year, research design, industry sectors, topics, and opportunities and challenges. However, there is lack in exploring the recent trends, possible application industries and the essence of HESD in the context of digitalization and knowledge sharing in different regions of the world. The main aim of this article is to report on a meta-analysis consisting of a systematic review of the available literature related to digitalization and knowledge sharing. The study revealed that current research on sustainable development lack mathematical models and empirical tools. Keywords: Digital age; Digital higher education; Higher education for sustainable development; Knowledge sharing; Sustainable practices,

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Colombo, Ciliana, Anabela Alves, Francisco Moreira, and Natascha Van Hattum-Janssen. "A study on impact of the UN Decade of Education for Sustainable Development on Industrial Engineering Education." Dirección y Organización, no. 56 (July 1, 2015): 4–9. http://dx.doi.org/10.37610/dyo.v0i56.469.

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The United Nations Decade of Education for Sustainable Development, UN/DESD 2005-2014, is reaching its term. The decade was launched with an international footage with the main objective of providing general guidelines that could be readily adapted to a broad audience and diverse learning contexts, so as to further disseminate the concept and rationale of Sustainable Development. Following a bibliographical and documentary review of key journals and conference proceedings, akin to the field of Engineering Education, we present some key figures and trends regarding the introduction of sustainability aspects into engineering degrees within the last 15 years, and review key dissimilarities among the distinct approaches identified. The study reveals a growing number of publications in the field, but a rather small number related to Industrial Engineering Education. Another result relates to the fact that the review rarely found papers that make a reference to the UN/DESD, which surprisingly seems to indicate a poor awareness of such global program.Keywords: Education for Sustainable Development, Sustainable Development, Engineering Education, Industrial Engineering.Estudio del impacto del Decenio de las Naciones Unidas de la Educación para el Desarrollo Sostenible sobre la Educación en Ingeniería IndustrialResumen: El Decenio de las Naciones Unidas de la Educación para el Desarrollo Sostenible, UN/DEDS 2005-2014, está llegando a su fin. La década se inició con amplitud internacional, con el objetivo de proporcionar una orientación general para difundir el concepto y fundamentos del desarrollo sostenible. El artículo presenta una revisión bibliográfica en revistas y actas de congresos de la Educación en Ingeniería en los últimos 15 años, observando la introducción de cuestiones de sostenibilidad en los cursos de ingeniería, en particular de la Ingeniería de Organización. El estudio revela un creciente número de publicaciones en el campo, pero, un número muy pequeño se refiere a DEDS, lo que puede indicar que este programa no fue globalmente reconocido y desarrollado.Palabras clave: Educación para el Desarrollo Sostenible, Desarrollo Sostenible, Educación en Ingeniería, Ingeniería Industrial.

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Leal Filho, Walter, Evangelos Manolas, and Paul Pace. "The future we want." International Journal of Sustainability in Higher Education 16, no. 1 (January 5, 2015): 112–29. http://dx.doi.org/10.1108/ijshe-03-2014-0036.

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Purpose – This paper aims to provide a description of the achievements of the United Nations (UN) Decade of Education for Sustainable Development (2005-2014) with a focus on higher education, and it describes some of the key issues which will guide sustainable development in the coming years. Design/methodology/approach – The paper initially presents an analysis of past developments, complemented by an assessment of the emphasis on sustainable development by the International Journal of Sustainability in Higher Education. In particular, it makes cross-references to the deliberations held at the UN Conference on Sustainable Development held in Rio de Janeiro, Brazil, in June 2012, with a special emphasis to the document “The Future we Want”. It concludes by listing a set of suggestions and measures that both industrialised and developing countries may consider to translate the principles of sustainable development into reality. Findings – Sustainable development is and will continue to be a matter of substantial international interest and concern. The developments achieved over the past 20 years have been substantial, but there are still many gaps and need which need to be met, so as to improve its prospects in the next two decades. Originality/value – The paper provides useful insights which allow a better understanding of the role of universities in fostering sustainable development, and some of the key issues need to be considered, so as to allow things to move in the right direction.

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Cars, Mikiko, and Emma E. West. "Education for sustainable society: attainments and good practices in Sweden during the United Nations Decade for Education for Sustainable Development (UNDESD)." Environment, Development and Sustainability 17, no. 1 (April 12, 2014): 1–21. http://dx.doi.org/10.1007/s10668-014-9537-6.

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J Mishra, Prof Pratibha. "A Gateway of Sustainable Development: Nep 2020." Advances in Social Science and Culture 4, no. 4 (November 4, 2022): p63. http://dx.doi.org/10.22158/assc.v4n4p63.

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Learning takes us to immortality. Education leads to research and learning leads to consciousness. Youth will become self-reliant through National Education Policy 2020. It is our responsibility to encourage the dreams of the youth. Education enables a person to identify and solve the problems of his life, society and country.Indian higher education institutions are making their place in the international rankings. We have to motivate the youth for research and innovation. National Education Policy 2020 takes education out of the narrow circle and connects it with modern ideas. Our higher educational institutions have to present their research results with evidence so that the credibility of our research in the world increases. .The National Education Policy 2020 emphasizes on the use of technology in education. Every decade a new system comes for knowledge up gradation. In the aftermath of the global pandemic COVID-19, there is no other option except the use of technology from continuous to blended learning.There were three stages in this process of education—Shravan, Manana and Nididhyasana. Hearing means receiving knowledge through all the senses. Manan means the process of thinking, contemplating, brainstorming, etc. Nididhyasana means to bring the heard knowledge into one's life through contemplation or to give it practical form. He said that the biggest challenge before the country and the world today is a crisis of character. At the root of most of the problems of the country and the world is the crisis of character. Our education system needs to return to this basic goal. The National Education Policy-2020 has accepted this very well.The National Education Policy 2020 has focused on e-content and resource based learning through technology enabled learning so that young students are prepared according to the current requirements of the industry. Emphasis has been laid on employable education for entrepreneurship development.

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Mafela, Lily. "Code-switching in Botswana History classrooms in the Decade of Education for Sustainable Development." Language Matters 40, no. 1 (July 2009): 56–79. http://dx.doi.org/10.1080/10228190903055568.

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