Education for sustainable development: Connecting the dots for sustainability

Abstract

Critical pedagogy, practitioner experience and a regulatory perspective are employed to scrutinize the notion of Education for Sustainable Development (ESD) as it occurs in the literature. They promote understanding of the challenges impeding the completion of unfinished ESD businesses. In response to practitioner-expressed needs, this paper innovatively proposes a Sustainable Development-compliant National Qualifications and Credit Framework (SD-NQCF) as the instrument to finally connect isolated ESD ‘dots’ and scaffold their sustainability.Informed by a systems approach, this framework encourages repositioning educational activities within the UN Agenda 21 to ensure the suffusion of SD principles. ESD becomes the backbone of NQCFs, while critical pedagogy provides the adequate instrument to foster 21st Century sustainability competencies that are embedded into curricula as learning outcomes. The SD-compliant framework resolves tensions between formal, non-formal and informal education. It provides connecting bridges and pathways to sustainably suffusing socio-economic fabrics with SD principles that will shift paradigms.

The impact of architectural design studio education on perceptions of sustainability

“…, 2019; Caeiro et al. , 2013; Chang and Lien, 2020; Gokool-Ramdoo and Rumjaun, 2017; McFarlane and Ogazon, 2011). Additionally, most point to the necessity for new learning methods and reorientation in teaching to integrate sustainability (Disterheft et al.…”

“…Studies in sustainability in higher education primarily focus on specific ESD (Education for Sustainable Development) knowledge and competencies for both students and academics (Disterheft et al, 2013;Wals, 2014). While some of the approaches highlight the need for more sustainability courses and programs to improve sustainability literacy (Disterheft et al, 2013;Ham on et al, 2020;McFarlane and Ogazon, 2011;Sonetti et al, 2019), others point to the integration of sustainability in all courses and research for curriculum renewal (Brugmann et al, 2019;Caeiro et al, 2013;Chang and Lien, 2020;Gokool-Ramdoo and Rumjaun, 2017;McFarlane and Ogazon, 2011). Additionally, most point to the necessity for new learning methods and reorientation in teaching to integrate sustainability (Disterheft et al, 2013;S aez de C amara et al, 2021;Sonetti et al, 2019).…”

The integration of green chemistry principles in basic chemistry learning to support achievement of Sustainable Development Goals (SDGs) through education

“…Sustainable Development and Education for Sustainable Development (ESD) also had been studied a lot (Andersson, Jagers, Lindskog & Martinsson, 2013;Colás-Bravo, Magnoler & Conde-Jiménez, 2018;Evans, Stevenson, Lasen, Ferreira & Davis, 2017;Kioupi & Voulvoulis, 2019;Gokool-Ramdoo, 2017;Segara, 2015). To care the environment there was the significance of educating in values related to sustainability and a relevant importance in the education system to provide ESD (Sánchez, González-Gómez & Jeong, 2022).…”

Education for Sustainable Development as the Catalyst for Local Transitions Toward the Sustainable Development Goals

“…Learning increases through the interaction with others as well as self-reflection. Action increases by questioning accepted practices, values and norms and identifying areas that contradict people's experiences of the socio-economic and cultural context, ultimately altering them (Gokool-ramdoo and Rumjaun, 2016) and aligns with the socially critically view of ESD.…”

“…Another important ingredient to maximizing the effectiveness of ESD in enabling sustainability, is the need of for seeing things through a holistic lens, and the need for a systems approach in ESD programmes. Systems thinking as a promising approach for transforming ESD has been advocated for many times especially considering that sustainability is a complex concept with dynamically interactive dimensions, i.e., the natural, social and economic (UNESCO, 2014;Gokool-ramdoo and Rumjaun, 2016;Iyer-Raniga and Andamon, 2016;Pipere, 2016;Wilson, 2017;Schuler et al, 2018). It has further become particularly relevant, as the Sustainable Development Goals (SDGs) require an integrated approach to their implementation that avoids the fragmented approach of addressing them as separate priorities, which may be conflicting and undermine efforts to achieve them.…”