Editorial: Education for a Sustainable Future

Calder, Wynn; Clugston, Richard M.

doi:10.1080/03098260500030231

Cited by 38 publications

(21 citation statements)

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“…The United Nations Decade of Education for Sustainable Development (UN DESD) has directed attention to the integration of sustainable development (SD) in all educational settings [1]. For higher education, SD integration can traditionally be situated on different levels, i.e.…”

Section: Introductionmentioning

confidence: 99%

Teacher's manual and method for SD integration in curricula

Ceulemans¹,

Prins²

2010

Journal of Cleaner Production

144

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a b s t r a c tAlthough teaching sustainability issues is considered a difficult task, teachers are at the centre of curriculum renewal when directing it more towards sustainability. This article presents a teacher's manual and method for the integration of SD in curricula of higher education as well as an evaluation of their use. The manual is a powerful tool that combines a focus on teacher's capacities for SD integration within their discipline with student-activating teaching methods. Even in institutions where management support is low, it is a valuable means. Because of its generality and flexibility, the method appears to be of great potential as a framework for SD integration.

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Section: Introductionmentioning

confidence: 99%

Teacher's manual and method for SD integration in curricula

Ceulemans¹,

Prins²

2010

Journal of Cleaner Production

144

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“…The UN DESD brought SD education leaders and stakeholders together to determine the resources, research priorities and strategies that were needed for making SD a major priority of higher education (Calder & Clugston 2005). This resulted in a prominent role for higher education in the 'DESD'.…”

Section: Introductionmentioning

confidence: 99%

“…ESD could be described briefly as 'the process of learning how to make decisions that consider the long-term future of the economy, ecology and equity of all communities' (Calder & Clugston 2005, p. 34). An extra effort was made to promote SD education by proclaiming the period 2005-2014 as the UN DESD (Calder & Clugston 2005).…”

Section: Introductionmentioning

confidence: 99%

Higher education level teaching of (master’s) programmes in sustainable development: analysis of views on prerequisites and practices based on a worldwide survey

Vermeulen

Bootsma

Tijm

2014

International Journal of Sustainable Development & World Ec

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The concept of sustainable development (SD) has highly been debated since it was presented 25 years ago, with 'hard science' approaches on one side and more process-oriented approaches on the other side. Academic teaching in SD has emerged in response to this in very different contexts, partly mirroring this academic debate. Some master's programmes in SD take a strong science approach, while other programmes focus on the process of implementing sustainability projects, sometimes connected with forms of action research and teaching. In this article, we identify diverse views on the concept of SD as well as views on most relevant modes of teaching. We discuss core competencies required for sustainability professionals in their working practices and we organise them in three main clusters: Know, Interact and Be (KIB). The article presents the results of a worldwide survey, which addresses these visions on the concept of SD, the capabilities needed for 'sustainable development professionals' and the teaching approach needed. The analysis is based on the responses of 54 lecturers and 287 students active in 34 SD master's programmes on all continents. The results of this worldwide survey are discussed. We observe in practice some gaps between preferences and practice. Looking at what both lecturers and students see as essential topics to address, some topics get relatively less attention (like the population issue). The identified core competencies (KIB) are supported and all addressed in practice, while the 'Be' competencies receive relatively less attention. Suggested consequences for academic teaching include a further matching of programmes with perceived needs and bridging the gap between the experienced teaching approaches in practice with such identified needs.

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“…Calder and Clugston claim that this approach enhances the development of the critical thinking skills necessary for addressing issues of sustainability. 66 De Graaff et al discuss active learning as a means to address the learning to learn aspect of lifelong learning. 24 Similarly, experiential learning describes the approach of learning by doing.…”

mentioning

confidence: 99%