Relevant bibliographies by topics / Sustainability pedagogies

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters
  4. Conference papers

Academic literature on the topic 'Sustainability pedagogies'

Author: Grafiati
Published: 29 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Sustainability pedagogies"

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Matthews, Julie. "Hybrid Pedagogies for Sustainability Education." Review of Education, Pedagogy, and Cultural Studies 33, no. 3 (July 2011): 260–77. http://dx.doi.org/10.1080/10714413.2011.585288.

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Papenfuss, Jason, and Eileen Merritt. "Pedagogical Laboratories: A Case Study of Transformative Sustainability Education in an Ecovillage Context." Sustainability 11, no. 14 (July 17, 2019): 3880. http://dx.doi.org/10.3390/su11143880.

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Students, practitioners, and scholars of sustainability education are increasingly calling for divergent curricula and novel pedagogical approaches that cultivate transformation and emancipation at both the individual and institutional levels. For decades, ecovillages around the globe have provided alternatives for sustainable living and many have also developed alternative educational approaches. For this reason, ecovillages can be important learning laboratories for experimenting with sustainability education curricula and pedagogies, allowing scholars to learn across disciplinary, cultural, and worldview boundaries. In the present study, we conducted a descriptive case study of Findhorn Foundation College’s 5-week Ecovillage Design Education course. By applying a narrative analysis of archives, field notes, surveys, and interviews, we arrived at 17 different categorical elements across six major themes. Using the field data, we linked these categorical elements to three consistent pedagogical elements: ritual pedagogies, pedagogies of story, and collaborative pedagogies. We conclude by highlighting several inductive themes present in participant data that indicated potential hindrances, constraints, and cautionary tales regarding implementation of these pedagogies in higher education contexts situated in the Global North.
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Nathan, Lisa P., and Eric M. Meyers. "Enriching visions of sustainability through informal public pedagogies." Interactions 23, no. 5 (August 23, 2016): 54–57. http://dx.doi.org/10.1145/2971484.

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Demssie, Yared Nigussie, Harm J. A. Biemans, Renate Wesselink, and Martin Mulder. "Combining Indigenous Knowledge and Modern Education to Foster Sustainability Competencies: Towards a Set of Learning Design Principles." Sustainability 12, no. 17 (August 22, 2020): 6823. http://dx.doi.org/10.3390/su12176823.

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An important step in the endeavor towards a more socially, environmentally, and economically sustainable world is identifying and fostering sustainability competencies (SCs). There are major international initiatives that identify sustainability-related goals (the Sustainable Development Goals) and those that recognize the crucial role of education in achieving such goals (the Decade of Education for Sustainable Development). There are also academic studies that address education for sustainable development. Usually, such initiatives and studies take western worldviews for granted. This limits opportunities for other worldviews which could contribute to sustainability. It is unclear what indigenous knowledge and pedagogies, apart from the dominant western approaches, could help to enhance SCs. To address this gap, a qualitative study was conducted in Ethiopia, a country with more than seventeen centuries old indigenous education system and indigenous knowledge. To utilize alternative worldviews and pedagogies vis-à-vis fostering SCs and incorporating them in modern education systems, five learning design principles were proposed. These are: define worldviews, utilize indigenous knowledge, use sustainability-oriented pedagogies, engage learners, and build on students’ experiences. Theoretically, the study contributes to sustainability, education for sustainable development, and indigenous knowledge. The findings may serve as a starting point in designing education and training for broader sustainability approaches.
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Evans. "Competencies and Pedagogies for Sustainability Education: A Roadmap for Sustainability Studies Program Development in Colleges and Universities." Sustainability 11, no. 19 (October 7, 2019): 5526. http://dx.doi.org/10.3390/su11195526.

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Sustainability studies educators in colleges and universities must identify and teach the knowledge, skills, and abilities their graduates will most need to advance sustainability while confronting perhaps the most serious, sweeping, and integrated set of challenges humanity has ever known. Using a rigorous grounded theory and hermeneutics based analysis/synthesis of the relevant literature, this study articulates and describes in depth a set of five competencies for the sustainability field and suggests potentially effective pedagogies for teaching them. Findings in the areas of both competencies and pedagogies for sustainability education imply the benefits of integrative, active, collaborative, and applied approaches to curriculum development and teaching—approaches that directly involve students in learning and practicing transdisciplinary engagement in service to sustainability. The Bachelor of Arts in Sustainability Studies program at Colorado Mountain College serves as an example of how the articulated competency framework is being applied to evaluate and enhance curriculum and learning outcomes. The competency framework and pedagogical recommendations offered may also serve as roadmaps for educators at other institutions who prepare graduates to address the pressing challenges of sustainability evident in communities, nations, and the world.
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Ayers, James, Jayne Bryant, and Merlina Missimer. "The Use of Reflective Pedagogies in Sustainability Leadership Education—A Case Study." Sustainability 12, no. 17 (August 19, 2020): 6726. http://dx.doi.org/10.3390/su12176726.

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This study aims to examine the use of reflective pedagogies in sustainability leadership education by investigating two specific pedagogical tools—the Portfolio and Pod—employed by the Master’s in Strategic Leadership towards Sustainability (MSLS) program at Blekinge Institute of Technology in Karlskrona, Sweden. The study analyzed data gathered from student surveys, teacher interviews, and staff reflections to determine the benefits and challenges faced by students and staff in implementing and engaging with these pedagogical tools. Benefits include the provision of distinct structures to guide student reflection towards individual skill development and the use of collective reflection to encourage generative dialogue between students and staff. This holds benefits for collaboration, self-awareness, understanding of multiple perspectives, and creating self-directed graduates. Staff and students also, however, suggest a number of challenges. These include the ‘constrictive’ nature of guided reflection and the emotional and mental load faced by staff in hosting and holding students through often challenging personal reflective processes. For the potential of reflective pedagogies to be truly realized for Education for Sustainable Development in higher education institutions need to develop an understanding of the impacts that reflective pedagogies have on students and teachers and create institutional structures to support them.
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Evans, Neus (Snowy), Louisa Tomas, and Cindy Woods. "Impact of Sustainability Pedagogies on Pre-service Teachers’ Self-efficacy." Journal of Education for Sustainable Development 10, no. 2 (July 31, 2016): 243–61. http://dx.doi.org/10.1177/0973408216650953.

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Murray, Paul, Andrew Douglas-Dunbar, and Sheran Murray. "Evaluating values-centred pedagogies in education for sustainable development." International Journal of Sustainability in Higher Education 15, no. 3 (July 7, 2014): 314–29. http://dx.doi.org/10.1108/ijshe-03-2012-0021.

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Purpose – The purpose of this paper is to report an attempt to quantitatively evaluate pedagogies designed to help learners clarify their personal values systems in a sustainability context. Design/methodology/approach – A pre-test/post-test survey was used to assess shifts in values orientations among 113 undergraduates from the same discipline, following the completion of intensive values-based sustainability training workshops. Findings – The results indicate that small but statistically significant shifts in participant perceptions of their personal values orientations occurred, particularly in relation to values correlating with sustainability. Research limitations/implications – The survey data were collated in six separate groups, potentially introducing unforeseen variables. As value types, rather than individual values, were used as the basis of the survey, there could be variations in participant perception and understanding of the value-type labels. Practical implications – No control group was possible because the training intervention was a compulsory aspect of the participants’ degree programme, and the surveys were administered by the participants’ tutor, which could lead to “teacher” bias. Social implications – This research evaluates pedagogies aiming to allow individuals to clarify their values and better understand the motivational role these have in influencing “sustainable” behaviour. The research can inform the design and execution of “holistic” educational and training programmes seeking to help individuals understand their personal role in creating a more sustainable future. Originality/value – The originality of this research lies in the quantitative analysis of values-specific education for sustainable development pedagogies. Findings point to the need for further research to assess the application of the pedagogies across different disciplines.
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Yeung, Siu-Kit, Wing-Mui Winnie So, Nga-Yee Irene Cheng, Tsz-Yan Cheung, and Cheuk-Fai Chow. "Comparing pedagogies for plastic waste management at university level." International Journal of Sustainability in Higher Education 18, no. 7 (November 6, 2017): 1039–59. http://dx.doi.org/10.1108/ijshe-04-2016-0073.

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Purpose This paper aims to compare the learning outcomes of gaming simulation and guided inquiry in sustainability education on plastic waste management. The current study targets the identification of success factors in these teaching approaches. Design/methodology/approach This study used a quasi-experimental design with undergraduate participants who were randomly assigned to an eight-hour sustainability education class using either gaming simulation or guided inquiry. Pre- and post-tests on students’ knowledge, attitudes and intended behavior were conducted, followed by individual interviews to provide more detailed reflections on the teaching approach to which they were assigned. Findings In terms of knowledge acquisition and behavioral changes, the quantitative results suggested that the pre-/post-test in-group differences were significant in both groups. More importantly, a significant positive attitudinal change was observed in the gaming simulation group only. In the interviews, participants attributed effective knowledge acquisition to active learning element in class, while the characterization of cognitive dissonance triggered in the gaming simulation induced subsequent affective changes. Practical implications Activities in this program can be applied or modified to accommodate differences in other similar programs. The findings can also provide indicators to designs of similar programs in the future. Originality/value This paper explores plausible factors (ideology and implementation) that contribute to successful sustainability education programs. Through comparison between gaming simulation and guided inquiry, elements for effective education for sustainable development learning in the pedagogical designs are discussed.
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Mishra, Danish, Steve Cayzer, and Tracey Madden. "Tutors and gatekeepers in sustainability MOOCS." On the Horizon 25, no. 1 (February 13, 2017): 45–59. http://dx.doi.org/10.1108/oth-04-2016-0017.

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Purpose The purpose of this paper is to explore the nature of interactions between learners in a massive open online course (MOOC), particularly role of the tutors in such interactions. For educators concerned with sustainability literacy, the authors are necessarily both affected by, and effectors of, digital pedagogies. The call for papers for this special issue challenged the authors to consider whether digital pedagogies are “supportive of sustainability or perpetuators of unsustainability”. As might be expected, this question is not a simple binary choice and the authors have chosen to address it indirectly, by considering the nature of interaction in a global, digitally connected community of learners. In particular, the changing role of tutors in these communities, and the possible implications of this change on sustainable literacy, are examined. Design/methodology/approach The authors focus on the “Sustainability for Professionals” massive open online course (MOOC) delivered by the University of Bath on the FutureLearn platform which hosts the “Inside Cancer” MOOC, also from Bath. “Sustainability for Professionals” is pedagogically connectivist, with “Inside Cancer” being more traditional and instructor led. The authors used social network analysis (SNA) for the research. It is a key tool to understand interactions in an online environment and allows quantitative comparison between different networks and thus between courses. In the context of digital pedagogy, the authors used a number of relevant SNA metrics to carry out analysis of MOOC network structures. Findings It was found that MOOCs are different in their network structure but tend to adapt to the subject matter. Digital pedagogies for sustainability result in a qualitative as well as quantitative change in learning where course design affects the learning process and gatekeepers are critical for information flow. These gatekeepers are distinct from tutors in the network. In such a network, tutors’ role is limited to course delivery and verifying, depending on course content, the information within the network. The analysis shows that network learning is dependent on course design and content, and gatekeepers exercise influence over the information within the network. Originality/value This study has implications for sustainability literacy. The authors examined the extent to which patterns of interaction in the network affect the learning process, and how this can help participants engage with the concept of sustainability. They used SNA to explore the nature of interaction between learners in a MOOC, particularly the role of the tutors in mediating such interactions. They also found that tutors can and do take a central role in early runs of the MOOC; however, with the subsequent runs, the removal of tutor nodes has little effect, suggesting that different modes of learning driven by participants are possible in a MOOC community.
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Dissertations / Theses on the topic "Sustainability pedagogies"

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Leandersson, Ebba. "Implementeringen av utbildning för hållbar utveckling i svensk grundskolas läroplan : En intervjustudie om hur implementeringen ser ut och fungerar i praktiken, ur lärarnas perspektiv." Thesis, Malmö universitet, Institutionen för Urbana Studier (US), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-44048.

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

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Albiz, Niccolas. "Sustainability Education at Industrial Engineering Programs in Sweden : A study of the relevant and received sustainability education, and the associated challenges, at 5-year industrial engineering programs." Thesis, KTH, Hållbarhet och industriell dynamik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-177134.

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The public concern for sustainability issues is ever increasing whilst the trust in corporations is decreasing. CEOs now see sustainability concern and compliance as an important component in retaining their competitive advantage and regaining the trust of their surrounding community. For these reasons it is important to find new manners of uniting societal improvement with business, requiring new forms of competencies. This study has investigated what sustainability education is actually central to the industrial engineering profile, as well as what of this is then covered in the programs. The study involved two phases. The first involved interviewing experts as to what was central for these engineers to learn, resulting in a content list. The second phase involved mapping the instances of this content in the five largest industrial engineering programs (covering circa 74% of these students) as well as the associated challenges to broaching this content. The first phase was primarily qualitative whilst the second phase was largely quantitative, though each data point consisted of a qualitative interview. Five key insights can be drawn from the study regardless of normative stand-point. 1) The sustainability topics that were deemed relevant cover a vast area of disciplines and aspects. 2) There is a skewedness in the content covered, favouring the environmental aspects. 3) There is a lack of integrative instances where the knowledge from different sources and perspectives is synthesized. 4) The key challenges revolve around concept definition and communication. 5) The normativity, interconnectedness and pedagogics contribute with uncertainty and complexity in the assessment of sustainability education. The study is finalized with a synthesis of the various insights to arrive at the conclusion that having sustainable business practice as the aim of the programs, establishing common content goals and employing active learning approach would circumvent many of the perceived challenges as well as align the programs with the need of the industry. This study contributes with deeper understanding of the sustainability education required and provided to industrial engineering students in Sweden. As such the study has practical applications for the programs studied. The theoretical implications of this study lie in the empirical data achieved regarding the topics of relevance to these engineers, showing high levels of agreement with current literature, as well as the perceived challenges to broaching this content in the current curricula. Furthermore it provides empirical data as to the sustainability education received at different programs.
Allmänhetens intresse över hållbarhetsfrågor ökar samtidigt som tilliten för företag minskar. Företagsledare ser numera hållbarhet som en viktig komponent i att bibehålla deras konkurrenskraft och att återfå allmänhetens tillit. Det är således viktigt att finna nya sätt att förena samhällsnytta med företagande, vilket kräver nya sorters kompetens inom hållbarhetsområdet. Denna studie har undersökt vilka hållbarhetsämnen som är centrala för industriell ekonomistudenten, givet deras profil i näringslivet, samt vad av detta som berörs i programmen. Studien var indelad i två faser. Den första ämnade till att skapa en lista av de, för dessa ingenjörer, centrala ämnen genom intervjuer med experter inom området. Den andra fasen kartlagde de ämnen som berördes inom de fem största industriell ekonomiprogrammen (täckandes cirka 74% av studenterna) samt vilka utmaningar som associerades till detta arbete. Den första fasen var till stora delar kvalitativ. Den efterföljande fasen var en kvantitativ kartläggning där varje datapunkt representerade en kvalitativ intervju. Ur studien uppkom fem nyckelinsikter, som står sig oavsett normativ ståndpunkt. Dessa inkluderade: 1) De hållbarhetsämnen som ansågs relevanta för denna målgrupp spänner en vid area av discipliner och aspekter. 2) Fördelningen på ämnen som täcks inom programmen påvisar en preferens mot den miljömässiga aspekten. 3) Det finns en brist på integrerande instanser i utbildningarna, där kunskap från olika aspekter och källor sammankopplas. 4) Nyckelutmaningarna centreras runt definiering och kommunikation. 5) Normativitet, sammankoppling och pedagogik bidrar alla till osäkerhet och komplexitet i bedömning av hållbarhetsutbildningar. Studien avslutas med en syntes av de olika insikterna för att komma till slutsatsen att hållbart företagande som övergripande syfte för utbildningarna, en gemensam målbild för innehållet samt komplettering med ”active learning” metodiker skulle övervinna många av de uppfattade utmaningarna samtidigt som det skulle uppfylla näringslivets kompetensbehov för framtida konkurrenskraft. Denna studie bidrar till förståelsen över vilken hållbarhetsutbildning som bedrivs och vilken som anses behövd av industriell ekonomistudenter i Sverige. Studien har därmed praktiska implikationer för de program som studerades. Teoretiska bidrag inkluderas av den empiriska data som framtagits gällande relevanta hållbarhetsämnen vilka uppvisar hög konvergens med litteraturen inom ämnen, samt de upplevda utmaningar kring att inkludera detta ämne i befintliga program. Vidare bidrar studien med empirisk data kring det som faktiskt berörs idag på de olika industriell ekonomiprogrammen.
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BORNATICI, SARA. "Riflessione pedagogica, Green Marketing, Sostenibilità." Doctoral thesis, Università Cattolica del Sacro Cuore, 2012. http://hdl.handle.net/10280/1372.

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Le connessioni euristiche tra green marketing e riflessione pedagogica implicano buone pratiche educativo ambientali, nella prospettiva dello sviluppo umano integrale. Pensare l’educabilità della persona e la formazione delle risorse umane, di là da interpretazioni legate al sensazionalismo mediatico e al profitto a breve termine, significa approfondire stili di vita, responsabilità sociale, consumo critico e green marketing. L'attenzione al mercato non si configura come mero requisito per accrescere la produttività, ma risulta fondamentale, in termini relazionali, per costruire una società equa, solidale, sostenibile e aperta. La ricerca intende indagare il potenziale valore educativo del mercato, in quanto espressione di libertà e regolazione dei rapporti socioeconomici.
Heuristic connections between green marketing procedures and pedagogical reflection imply good educational practices, in view of a full human development. Thinking today about the educability of the person and about the training of human resources, beyond interpretations related to media sensationalism and short-term profit, means deepen lifestyles, social responsibility, critical consumption and green marketing. Attention to the market is not seen as a mere requirement able to increase productivity, but it is essential, in relational terms, to build an open, sustainable and equitable society. The aim of this dissertation is to investigate the potential educational value of the market, as well as freedom of expression and regulation of socio-economic relationships.
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Nilsson, Eva. "Pedagogers syn på en stimulerande miljö för läs- och skrivutveckling." Thesis, University West, Department of Social and Behavioural Studies, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-1163.

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

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Moon, Hyesoo. "Local Community Based Outdoor Activities through Integrating Subjects in Social Studies for Sustainability." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-65862.

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This study is designed to know contribution of local community based outdoor activities for education for sustainability. 7 teachers from Sweden and 7 teachers from Korea got involved in this study and they chose and conducted one activity from the 17 activities that I offered. After they had done the activity with their upper 13 years old students, they completed questionnaire about the conditions of class, the reason of their choice, advantages/disadvantages of the activities and the actual obstacle they had in schools to have outdoor class through open-ended questions. They also were asked to answer level of integrating subjects in social studies by Likert scale, offered opinions about relevancy to sustainability with principles and analyzed the activity with 4 ways of knowing. These three questions are asked to know the contribution of the activities for education for sustainability. This research offers comparison of teachers‘ opinion and educational condition from two countires when having the activities and how the activities are conducive to education for sustainability. In addition, it provides 17 activities which can be useful to social studies teachers who are interested in local community based outdoor activity.
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Strömberg, Isabelle, and Ida Nielsen. "Undervisning för hållbar utveckling : Förskollärares uppfattningar och beskrivningar av variationer på undervisning: innehåll, aktiviteter och den egna rollen." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-75070.

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The aim of this essay is to contribute to knowledge about how teaching for sustainable development (TSD) in a preschool context is understood by preschool teachers. The new curriculum for early childhood education (ECE) in Sweden, Läroplan för förskolan Lpfö 18 (Skolverket 2018) addresses sustainable development for the first time explicitly as part of the ECE program, with all three dimensions (environmental, social and economic) included in the description. In a qualitative approach through semi-structured interviews and with inspiration from phenomenographic method, this essay is focused on preschool teachers various views on their own teaching practices regarding sustainable development. Considerations of ethic matters such as confidentiality and informational consent were taken. We built our analysis upon to what extent the three dimensions of sustainable development; environmental, social and economic, were included in the teachers expressions. What kind of content and activities were expressed as a part of their TSD and how they described their own teaching role were explored. Three different teaching roles were identified through the material. Together with teachers descriptions of content and activities, these were subsequently related to the teaching traditions; fact-based, normative and pluralistic, as described by Öhman and Östman (2004). This as the third and last step in our analysis. The result shows a variation of teaching roles, content and activities, where the three dimensions as well as the teaching traditions are sometimes overlapping. Conclusions and implications are discussed.
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Bryant, Jayne. "Learning as a Key Leverage Point for Sustainability Transformations." Licentiate thesis, Blekinge Tekniska Högskola, Institutionen för strategisk hållbar utveckling, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-20864.

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The global challenges of our time are unprecedented and urgent action is needed. Transformational learning and leadership development are key leverage points for supporting society’s transition towards sustainability. Many even claim that learning on an individual, organisational and societal scale is required for society’s successful transitioning towards sustainability. However, in this relatively new field, practitioners, scholars and educators grapple with what best promotes transformational learning and with how to best design and operate learning experiences that truly build capacity for leadership for sustainability. The aim of this work was to establish an improved understanding of this and to find recommendations for practitioners and educators with ambitions to create systems change for sustainability by building the capacity of people to be sustainability leaders. As an educator and facilitator of sustainability work for over a decade, working at the crossroads of local government and community change, lecturing on leadership for sustainability in Australia and currently being embedded within the faculty of the Master’s in Strategic Leadership towards Sustainability (MSLS) program in Sweden, I have rested this thesis firmly within an action-oriented transformations research paradigm in which the only way to understand a system is through a comprehensive collaborative attempt to change it. One case of action research explored an organisational change for sustainability program that spanned over five years in a local government in Perth, Western Australia and the learning and policy interventions that supported this change. Participant observation with field notes, interviews, surveys and document analysis were particular methods used in this case. Two further cases focused on the MSLS program and its practices and specific components that support such leadership development and transformational learning. Feedback surveys from students and an open question survey to alumni were key methods used in these cases. The findings suggest that community and relationships are essential for supporting and growing sustainability leadership capacity; that hope and agency are irreplaceable components for leading sustainability change; that self-reflection and dialogue are skills that will help sustainability leaders navigate complex and uncertain futures and that these can be learned. Findings also indicate that creating a shared language for sustainability work helps bridge disciplinary divides and practitioner silos, and that skills of dialogue are required to capitalise on participation. Also, the integration of the components of community, place, content, pedagogy and disorientation with hope and agency can help support transformation in sustainability leadership education and provide synergistic reinforcement of the sustainability transformation required. This thesis provides added evidence that learning can be a key leverage point for sustainability transformations in an organisation and suggests how such learning can be most effectively achieved through a conscious design of learning environments, including the use and integration of the mentioned components to improve sustainability leadership for impact in society.
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SANDRINI, SIMONA. "PROGETTAZIONE PEDAGOGICA, "KMETRO VERDE". MOBILITA' E TRASPORTI SOSTENIBILI NEI SISTEMI AGROALIMENTARI." Doctoral thesis, Università Cattolica del Sacro Cuore, 2016. http://hdl.handle.net/10280/10804.

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L’intensità del trasporto alimentare è un trend destinato ad aumentare nella sua complessità. La ricerca attesta come sia rilevante analizzare “come il cibo viaggia”, forse più di “quanto il cibo viaggia”, nel mercato globalizzato dei prodotti agroalimentari, nelle realtà urbane che modificano le abitudini di consumo e nel “global food system” composto da cinque tipologie di sistemi agroalimentari. Gli impatti in sostenibilità sono strettamente dipendenti dall’efficienza del trasporto e della logistica, di merci agroalimentari e di persone che si spostano per l’approvvigionamento, dal campo al consumatore e viceversa. Eppure il concetto di food miles si è ampiamente diffuso tra gruppi di consumatori, attestando mutamenti culturali significativi. Si pensi all’idea tutta italiana di “km-zero”. “Può il trasporto del cibo essere economicamente, socialmente e culturalmente sostenibile, per conservare l'ecosistema?” Questa domanda, approfondita pedagogicamente, può essere riformulata: “How can consumers, economical stakeholders and policy makers become environmentally friendly about transportation of food?” Il quesito conduce all’interrogativo di quale formazione e ricerca interdisciplinare progettare per orientare gli sforzi verso questo fine. Una nuova formulazione concettuale potrebbe promuovere azioni sostenibili per la mobilità e i trasporti sulle lunghe, medie e corte distanze, per la filiera lunga e corta: il “Kmetro verde”.
The transportation of agro-alimentary products is constantly evolving. The research has been focusing on long distances, tied with the global market. But results in a lack of investigations in medium and short distances which also possess some efficiency gain. The investigation of these shorter mode of transport is paramount as they have significant impact on the triptych of sustainability. In this context, the concepts of "food miles" and of "km-zero" have spread widely among the consumers, attesting the community awareness regarding sustainability issues. However, as environmental concerns arise, such concept has showed it's limit. Therefore the question, "Can transportation of food become economically, socially and culturally sustainable, to preserve the ecosystem?", that lead to this concept, needs to be reassessed. Starting from a pedagogical standpoint, this question can be rephrased as “How can consumers, economical stakeholders and policy makers become environmentally friendly about transportation of food, to preserve the ecosystem?”. For a successful undertaking of such problematic, it is paramount to evaluate the need of novel training practises as well as the design of interdisciplinary research. A new formulation of such concept, embodied in "kmeter green", would aim to promote sustainable mobility on all the distances and chains' lengths.
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Pacheco, Luci Mary Duso. "Práticas educativas escolares de enfrentamento da exclusão social no meio rural: a pedagogia da alternância e a casa familiar rural em Frederico Westphalen." Universidade do Vale do Rio do Sinos, 2010. http://www.repositorio.jesuita.org.br/handle/UNISINOS/2109.

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A pesquisa sobre PRÁTICAS EDUCATIVAS ESCOLARES DE ENFRENTAMENTO DA EXCLUSÃO SOCIAL NO MEIO RURAL: A Pedagogia da Alternância e a Casa Familiar Rural em Frederico Westphalen tem como objetivo analisar qual o lugar da Pedagogia da Alternância, enquanto prática educativa desenvolvida nas Casas Familiares Rurais, na construção de uma nova organização escolar que possibilite o enfrentamento da exclusão social no meio rural, espaço marcado por desigualdades, privações, limitações, mas também, por oportunidades. A pedagogia da Alternância é uma proposta educativa que visa à formação integral do jovem rural no aspecto intelectual e profissional, enfatizando a iniciativa própria, a criatividade individual, o trabalho em equipe, o senso de responsabilidade, de cooperação e de solidariedade. A Pedagogia da Alternância estimula o aprender a viver com os outros e melhor interagir com o meio ambiente, estabelecendo relações entre sujeito, escola, comunidade e propriedade. Essa pedagogia possibilita ao aluno períodos de for
The research on EDUCATIONAL SCHOOL PRACTICES IN FACING OF SOCIAL EXCLUSION IN RURAL AREAS: The Pedagogy of Alternance and the Rural Family House in Frederico Westphalen which aims to analyze the place of the Pedagogy of Alternance, while educational practice developed in the Rural Family Houses, in the construction of a new school organization that allows the facing of social exclusion in the rural area, space marked by inequality, deprivations, restrictions, but also for opportunities. The Pedagogy of Alternance is an educational approach that seeks the integral formation of rural youth in the intellectual and professional aspects, emphasizing the own initiative, individual creativity, teamwork, sense of responsibility, of cooperation and of solidarity. The Pedagogy of Alternance stimulates the learning to live with others and have a better interact with the environment, establishing relationships between subject, school, community and property. This pedagogy allows the student to have periods of complete t
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Toma, Andreea Lavinia. "Hållbar utveckling – hur ser pedagogerna på det? : En kvalitativ undersökning om förskolepedagogernas arbete med hållbar utveckling i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45416.

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

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Smith, Caroline. "Education for Sustainability and the Role of Future-Focus Pedagogy." In Global Pedagogies, 145–56. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3617-9_9.

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Salonen, Arto O., and Jani Siirilä. "Transformative Pedagogies for Sustainable Development." In Encyclopedia of Sustainability in Higher Education, 1–7. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-63951-2_369-1.

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Salonen, Arto O., and Jani Siirilä. "Transformative Pedagogies for Sustainable Development." In Encyclopedia of Sustainability in Higher Education, 1966–72. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_369.

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Gannon, Susanne. "Watery Configurations of Animals, Children, Pedagogies and Politics in a Suburban Wetland." In Reimagining Sustainability in Precarious Times, 253–67. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2550-1_17.

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Taylor, Affrica. "Romancing or Re-configuring Nature in the Anthropocene? Towards Common Worlding Pedagogies." In Reimagining Sustainability in Precarious Times, 61–75. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2550-1_5.

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Wall, Tony, David Clough, Eva Österlind, and Ann Hindley. "Conjuring a ‘Spirit’ for Sustainability: A Review of the Socio-Materialist Effects of Provocative Pedagogies." In Sustainability and the Humanities, 313–27. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95336-6_17.

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Morley, Dawn A., Tracey Gleeson, Kerstin Mey, Anne Warren-Perkinson, Tracey Bourne, Amy E. King, Linda Cooper, and Duncan Reavey. "Working and Learning Through the Local Community: Four Case Studies from Higher Education That Promote Civic Engagement." In Applied Pedagogies for Higher Education, 91–106. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_5.

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Abstract This chapter acts as a companion to Chapter 10.1007/978-3-030-46951-1_4 which discusses the rise of the civic engagement movement in higher education and the mutual benefits of connecting universities with their local communities. The case studies, taken from three universities in the UK and Ireland, illuminate different aspects of civic engagement with international students, through sport and health initiatives and as an extension of a teaching degree. Each case study demonstrates best practice recognised by their sustainability, growing reputation and ongoing positive impact on students’ alternative real world learning experiences.
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Mason O’Connor, Kristine, and Lindsey McEwen. "Real World Learning Through Civic Engagement: Principles, Pedagogies and Practices." In Applied Pedagogies for Higher Education, 63–89. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_4.

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Abstract Civic engagement offers students transformational opportunities to experience ‘real world learning’. This chapter identifies key principles of critical community-based learning that emerge from appraisal of different histories and paradigms of learning through civic engagement. It presents changing drivers to community-based learning from local to global, including newer imperatives of learning for sustainability, citizenship education and building resilience. It explores pedagogies that form a nexus around community-based learning—building on understandings of different forms of knowledge, through transformative learning to learning for citizenship. It concludes by reflecting on the means by which radical real world learning through civic engagement can advance and thrive.
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Williams, Lewis, Tracey Bunda, Nicholas XEMŦOLTW̱ Claxton, and Iain MacKinnon. "A global decolonial praxis of sustainability—undoing epistemic violences through critical pedagogies of place." In Indigenous Intergenerational Resilience, 162–85. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003008347-6.

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Leder, Stephanie. "The Transformative Potential of Pedagogic Practice." In Education for Sustainability, 231–56. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2369-0_9.

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Conference papers on the topic "Sustainability pedagogies"

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Sclater, Madeleine. "CREATIVITY, TECHNOLOGY ENHANCED LEARNING AND LEARNER AGENCY: DEVELOPING PEDAGOGIES OF SUSTAINABILITY THROUGH AN INTERDISCIPLINARY LENS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2534.

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West, Matthew, Mariana Silva Sohn, and Geoffrey L. Herman. "Sustainable Reform of an Introductory Mechanics Course Sequence Driven by a Community of Practice." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-51493.

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As part of a broader effort to promote the sustainable adoption of evidence-based pedagogies at our institution, the three-course sequence consisting of Introductory Statics, Introductory Dynamics, and Introductory Solid Mechanics has been redesigned to (1) improve students’ low engagement and enthusiasm, (2) improve instructors’ experience and reduce their high workload, and (3) maintain and elevate the current standards for content. These three courses are the core second-year mechanics classes in our engineering curriculum, serving approximately 2500 students per year from seven engineering departments. To promote sustainability of the reforms, the courses were redesigned through a Community of Practice (CoP), consisting of faculty who collaborated closely to design and implement changes and who developed communal knowledge of the reforms. Evaluation of reforms focused on student satisfaction as expressed through surveys and focus groups.
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Ferreira, Manuel E., João Ferreira, and Celina P. Leão. "A Reflection of a Pedagogic Approach in an Engineering Course." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-88538.

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This paper focused the subject of engineering education for Energy Conversion, last year of the the Integrated Master in Mechanical Engineering Master Course of University of Minho. This curricular unit focus on the fossil fuel resources and combustion. Previous study, carried out by one of the authors, show that a final project can be used as a lever for students’ awareness and to understand the renewable energy sources. Also, it allowed students to identify several challenges to be addressed in the future. The present study goes further and the aim behind it is to understand students’ concerns in this area. To do so, both quantitative and qualitative approaches were used. Quantitative approach, by taking account of the results of an inquiry questionnaire applied to obtain students’ perceptions towards the implementation of this teaching approach and assessment methodology. Qualitative approach, to complement the quantitative findings, using both written project report and oral presentations, to perceive students’ awareness, knowledge and sustainability in Energy and Environment topic. So, it will be possible to understand which topic was preferred, why this particular topic was chosen, how the topic was addressed, if students identified challenges and opportunities, and learn from developing this projects, among others.
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