Global education and education for sustainability

Scheunpflug, Annette; Asbrand, Barbara

doi:10.1080/13504620500526446

Cited by 67 publications

(45 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…We then deleted those that were less relevant to the theme of sustainability, as well as those that were not regarded as MOOCs according to our definition, and finally identified 51 MOOCs as sustainability-related courses for the next-step content analysis. We determined "sustainability-related MOOCs" mainly from the general definition of sustainability [1][2][3][4][5][6][7][8], thus only those that focus on the three major dimensions (economic, social, and environmental) would be taken as our sample. Figure 1 demonstrates the flow diagram of our data collection process.…”

Section: Data Collectionmentioning

confidence: 99%

“…The key message is that a win for the environment is not necessarily a loss for the bottom line, such as profit [2]. The concept of "sustainability education" emerged from the Brundtland Report by the World Commission on Environment and Development in 1987 and Agenda 21 from the Earth Summit of the United Nations Conference on Environment and Development in 1992 [3][4][5][6]. The central theme has been "to what extent is the use of natural resources and the environment possible, if our economy is to exist on at least the present level in the very long run" [7] (p. 908).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Sustainability Education in Massive Open Online Courses: A Content Analysis Approach

et al. 2015

View full text Add to dashboard Cite

Abstract:The purpose of this study was to investigate the current status of sustainability education in Massive Open Online Courses (MOOCs). Sample MOOCs were searched for from seven popular platforms and three search engines. After screening, 51 courses were identified as the final sample. Course description, content outlines, reading materials, recommended textbooks and discussion threads were coded to obtain insights into sustainability education learning contents, pedagogical methods, and interaction situations. Results indicated that: (1) Edx and Coursera are platforms that incorporated the most sustainability-related courses, and most instructors were senior academics with the title of professor. American and European countries outperformed other English speaking countries as early birds in sustainability education using MOOCs. The average course length of our MOOC samples is 7.6 weeks, which is much shorter than a typical face-to-face OPEN ACCESSSustainability 2015, 7 2275 college course; (2) Current MOOCs provided mainly introductory-level courses without prerequisites. Fourteen sustainability-related hot topics and five most popular textbooks were identified; (3) The pedagogical means used most frequently were discussion forums and lecture videos, while pedagogies such as team-based learning were not used to a large extent; (4) Learner interaction flourished in MOOCs, and sub-forums regarding Lecture Reflection, Welcome and Introduction were posted with most threads, replies, and votes. Our findings suggest that the MOOC is an innovative method in sustainability education and research. A variety of information and strategies could be used when preparing sustainability-related MOOCs.

show abstract

Section: Data Collectionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Sustainability Education in Massive Open Online Courses: A Content Analysis Approach

et al. 2015

View full text Add to dashboard Cite

show abstract

“…Scheunpflug and Asbrand (2006) suggest EfS needs the perspective of global education to bring worldwide issues of justice alongside the concerns of environmental education, and because sustainable environmental protection needs to take on board that we live in a complex globalised world. Despite these trends, the two fields (DE and EE) have maintained fairly distinct fields of practice, though some advance the view that EGC may be a nexus for their convergence.…”

Section: Lineages … and Convergences?mentioning

confidence: 99%

The global dimension in education and education for global citizenship: genealogy and critique

Mannion

Biesta

Priestley

et al. 2011

Globalisation, Societies and Education

125

View full text Add to dashboard Cite

Encouraged by transnational organisations, curriculum policy makers in the UK have called for curricula in schools and higher education to include a global dimension and education for global citizenship that will prepare students for life in a global society and work in a global economy. We argue that this call is rhetorically operating as a 'nodal point' in policy discourse -a floating signifier that different discourses attempt to cover with meaning. This rhetoric attempts to bring three educational traditions together: environmental education, development education and citizenship education. We explore this new point of arrival and departure and some of the consequences and critiques.

show abstract

“…ESD is unique in that, unlike other educational models designed to address environmental and/or global development issues, it takes an holistic approach, incorporating aspects of both environmental and global education. ESD gives precedence to the role of global perspectives and participation in addressing worldwide social justice and environmental challenges (Scheunpflug & Asbrand, 2006). ESD is grounded in the belief that the formal education has a significant role to play in establishing beliefs and practices that will promote more sustainable approaches to patterns of living and development in future generations (Davis, 2007).…”

Section: What Is Esd?mentioning

confidence: 99%

Education for sustainable development in early childhood education: A global solution to local concerns?

Pearson

Degotardi

2009

IJEC

View full text Add to dashboard Cite

SUMMARYThis paper makes the case that Education for Sustainable Development (ESD) offers the field of early childhood a valuable base upon which to begin addressing some substantial contemporary concerns. In the paper, we outline key recent developments in the field of early childhood, particularly those related to globalisation and the spread of European American ideals. Yet ESD promotes the incorporation of local and indigenous understandings in formal education. We propose that, given; (i) broadening appreciation of the reality that early childhood education is characterised by diversity in early values and practices across sociocultural contexts, and; (ii) global interest in and commitment to early childhood education, the field is not only in need of, but also well-placed to adopt this key principle of ESD. RÉSUMÉCet article soutien que l'éducation pour le développement durable (EDD) offre au secteur de la petite enfance une base valable sur laquelle s'appuyer pour aborder des considérations contemporaines. Dans cet article, nous soulignons les récents développements dans le champ de la petite enfance, en particulier ceux liés à la mondialisation et à la diffusion des idéaux américains européens. Pourtant, l'EDD fournit des moyens pour favoriser l'intégration des questions locales et indigènes dans l'enseignement formel. Nous proposons que puisque ; (i) l'éducation de la petite enfance est caractérisée par une diversité de valeurs et de pratiques à travers des contextes socioculturels, et ; (ii) l'intérêt et l'engagement dans l'éducation de la petite enfance, le champ a non seulement besoin de, mais est également bien placé pour adopter ces principes d'EDD. RESUMENEste artículo destaca que la educación para el desarrollo sustentable (ESD) ofrece al campo de la niñez temprana una base valiosa sobre la cual comenzar a analizar algunas preocupaciones contemporáneas sustenaciales. En el artículo, se delinean algunos desarrollo recientes claves en el campo de la niñez temprana, particularmente aquellos relacionados con la globalización y el esparcimiento de los ideales americanos y europeos. El ESD por otra parte, promueve la incorporación del entendimiento local e indígena en la enseñanza convencional. Proponemos apoyar estas ideas puesto que se destaca (i) uan apreciación mas amplia de la realidad, aspecto por el que la educación de la niñez temprana es caracterizada : la diversidad en valores y prácticas tempranas en los diferentes contextos socioculturales, y; (ii) el interés global y el compromiso con la educación de la niñez temprana, permite aprecair que el campo está no sólo necesitando, sino también bien situado para adoptar este principio dominante de ESD.

show abstract

Global education and education for sustainability

Cited by 67 publications

References 5 publications

Sustainability Education in Massive Open Online Courses: A Content Analysis Approach

Sustainability Education in Massive Open Online Courses: A Content Analysis Approach

The global dimension in education and education for global citizenship: genealogy and critique

Education for sustainable development in early childhood education: A global solution to local concerns?

Contact Info

Product

Resources

About