Environmental Sustainability Education: Driving Towards Achieving SDG 4 Through Teacher Education

Silo, Ntha; Ketlhoilwe, Mphemelang Joseph

doi:10.1007/978-3-030-48351-7_10

Cited by 5 publications

(7 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Numerous studies on the SDGs in education have been reported. In this way, Silo and Ketlhoilwe [46] described the importance of focusing on the SDGs for education to disseminate awareness of the SDGs in a general way. Aleixo et al [47] evaluated the level of implementation of the SDGs in higher education in Portugal and showed that at least 198 courses had SDG components and that Master's programs have more SDG components than undergraduate programs.…”

mentioning

confidence: 99%

Expectations and Interests of University Students in COVID-19 Times about Sustainable Development Goals: Evidence from Colombia, Ecuador, Mexico, and Peru

Álvarez-Risco

Del-Aguila-Arcentales

Rosen

et al. 2021

Sustainability

View full text Add to dashboard Cite

The coronavirus disease 2019 (COVID-19) pandemic has changed the world, creating the need for new actions from society, including universities and companies. The United Nations Sustainable Development Goals (SDGs) are part of a global agenda, but this priority is not significant to university students. Although some research has focused on SDGs and university students, there is a lack of evaluation and comparison in Latin American countries. The current study aims to evaluate student knowledge of the SDGs, the relation of student professional careers to the SDGs, the importance of the SDGs for economic development after the COVID-19 pandemic, and student interest research in SDG issues. The study is carried out with students in Colombia, Ecuador, Mexico, and Peru. The instrument was developed and validated. The highest score of level of knowledge was reported in Mexico and the lowest score in Colombia. This outcome can be explained by the availability of training programs in the universities about SDGs. The availability of programs created and promoted by the governments can also be a reason; however, students from Mexico are the ones who felt the most that the authorities are not making efforts to promote the SDGs. With research interests, interests in creating sustainable cities and communities, and responsible consumption and production were recognized for the four countries. The outcomes reveal several interesting insights through comparisons among the four countries considered according to descriptive analyses. Some SDGs were found to be more important for some countries than others. Interests were noted in research on some SDGs.

show abstract

mentioning

confidence: 99%

Expectations and Interests of University Students in COVID-19 Times about Sustainable Development Goals: Evidence from Colombia, Ecuador, Mexico, and Peru

Álvarez-Risco

Del-Aguila-Arcentales

Rosen

et al. 2021

Sustainability

View full text Add to dashboard Cite

show abstract

“…(3) Botswana: In Botswana, the Sustainability Starts with Teachers programme facilitates the integration of sustainable development and ECCA knowledge into teaching practices (Silo & Ketlhoilwe, 2020). Francistown College of Education, as an example, demonstrates the implementation of ECCA by utilising self-evaluation schedules for pre-service teachers to assess environmental learning (United Nations Educational, Scientific and Cultural Organisation (UNESCO), 2020).…”

Section: Ecca Approaches In Some Southern African Countriesmentioning

confidence: 99%

Representation of Climate Change Adaptation in Geography Education Modules at the University of KwaZulu-Natal (UKZN)

Naidoo,

Heath

2024

jogea

View full text Add to dashboard Cite

“…Re-orientation of teacher education to promote sustainability means that education can contribute to sustainable development and a sustainable future for nations like Botswana, Namibia and Zimbabwe in the face of their sustainability challenges such as COVID-19. SDG 4 within the framework of ESD provides focus on distributed teaching and learning processes (Edwards, 2011) in that it emphasises education and wider community links and issues of context, place and relevance (Silo & Ketlhoilwe, 2020).…”

Section: Quality Education and Education For Sustainable Developmentmentioning

confidence: 99%

“…ESD learning processes within the SDG focus should not only be about pedagogies of empowerment, but also about epistemological changes in the way in which knowledge is viewed and worked within teacher education settings (Silo & Ketlhoilwe, 2020) to create agency that is distributed across the community of learning (Edwards, 2011). The idea that is at the centre of the distributed agency involves a capacity for educators and students to work together to strengthen purposeful responses to complex environmental and social problems (UNESCO, 2018) that can arise from pandemics like COVID-19.…”

Section: Quality Education and Education For Sustainable Developmentmentioning

confidence: 99%

“…The relationship between quality education and ESD has been widely documented (UNESCO, 2015;Laurie et al, 2016;Lotz-Sisitka & Lupele, 2017, Didham & Ofei-manu, 2018UNESCO, 2018;Silo & Ketlhoilwe, 2020). Both quality education and ESD are future oriented; they promote common skills, enable learning as connection, involve critical thinking and action competence, make education relevant, promote innovative teaching methodologies and promote learning outcomes that empower students to address local and global pandemics such as the COVID-19 (ibid.).…”

Section: Quality Education and Education For Sustainable Developmentmentioning

confidence: 99%

See 1 more Smart Citation

The Shifts to Online Learning: Think Piece: Assumptions, Implications and Possibilities for Quality Education in Teacher Education

Tshiningayamwe¹,

Silo²,

Dirwai³

2021

SAJEE

Self Cite

View full text Add to dashboard Cite

With the advent of coronavirus disease (COVID-19) which has spread to the majority of countries across the world, the World Health Organisation (WHO) declared a global pandemic on 11 March 2020. Governments all over the world, including in southern Africa, introduced measures such as the banning of large gatherings,closure of borders, schools and institutions of higher learning to curb the spread of COVID-19. To ensure ongoing teaching and learning, institutions of higher learning made resolutions to transition to remote/online teaching and learning. While online education has long preceded the pandemic, the spiraling of COVID-19 all over the world resulted in the upscaling of online teaching and learning in higher education institutions. Mandatory online teaching and learning was a relatively new practice to most lecturers and students in southern Africa. Drawing on two case stories from Botswana and Namibia, this paper offers a think piece on the shifts to online learning, considering assumptions, implications and possibilities for quality learning in teacher education, through a reflection by teacher educators of environment and sustainability courses. The assumptions in online learning were that students and teacher educators had the capacity and infrastructure for remote/online teaching and learning. This paper thus opens up opportunities for institutions of higher learning to scale up their Information Communication Technology (ICT) infrastructure and support for both students and teacher educators for online teaching and learning which have the potential to improve on quality education during times of crisis. Keywords: Online teaching and learning, ICT infrastructure, Education for SustainableDevelopment (ESD), quality education

show abstract

Environmental Sustainability Education: Driving Towards Achieving SDG 4 Through Teacher Education

Cited by 5 publications

References 15 publications

Expectations and Interests of University Students in COVID-19 Times about Sustainable Development Goals: Evidence from Colombia, Ecuador, Mexico, and Peru

Expectations and Interests of University Students in COVID-19 Times about Sustainable Development Goals: Evidence from Colombia, Ecuador, Mexico, and Peru

Representation of Climate Change Adaptation in Geography Education Modules at the University of KwaZulu-Natal (UKZN)

The Shifts to Online Learning: Think Piece: Assumptions, Implications and Possibilities for Quality Education in Teacher Education

Contact Info

Product

Resources

About