Partizipation als zentrales Element von Bildung für eine nachhaltige Entwicklung

Rieckmann, Marco; Stoltenberg, Ute

doi:10.1007/978-3-531-93020-6_8

Cited by 8 publications

(5 citation statements)

References 6 publications

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“…Bildung für nachhaltige Entwicklung geht davon aus, dass Lernprozesse selbst als Partizipationsprozesse zu gestalten sind und sich an Partizipation zu orientieren haben (Rieckmann & Stoltenberg, 2011). Denn Kompetenzen können nicht einfach gelehrt oder unterrichtet werden; sie müssen selbst entwickelt werden (Weinert, 2001).…”

Section: Werteorientierung Einer Bildung Für Nachhaltige Entwicklungunclassified

Bildung für nachhaltige Entwicklung – Von Projekten zum Whole-Institution Approach

Rieckmann¹

2020

Vierte „Tagung Der Fachdidaktik“ 2019 Interdisziplinäre Fachdidaktische Diskurse Zur Bildung Für Nachhaltige Entwicklung

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für den Einsatz natürlicher Ressourcen. Sie erkennen an, dass Armutsbekämpfung Hand in Hand gehen muss mit Strategien, die die wirtschaftliche Entwicklung befördern. Sie widmen sich einer Reihe von sozialen Bedürfnissen, einschließlich Bildung, Gesundheit, sozialer Absicherung und Beschäftigungsmöglichkeiten, während sie gleichzeitig auf die Bewältigung des Klimawandels und Umweltschutz abzielen. Die SDGs adressieren die wichtigsten systemischen Barrieren für eine nachhaltige Entwicklung wie Ungleichheit, nicht-nachhaltige Konsummuster, schwache institutionelle Kapazitäten und Umweltzerstörung (Messner & Scholz, 2015; Scholz, 2015, 2017). Ein wesentliches Merkmal der Agenda 2030 für Nachhaltige Entwicklung ist ihre Universalität und Unteilbarkeit. Sie richtet sich an alle Länder-aus dem Globalen Süden und dem Globalen Norden. Alle Länder, die sich der Agenda 2030 verschreiben, müssen ihre eigenen Entwicklungsbemühungen an dem Ziel ausrichten, den Wohlstand zu fördern und gleichzeitig den Planeten zu schützen, um eine nachhaltige Entwicklung zu erreichen (Messner & Scholz, 2015). Insofern können in Bezug auf die SDGs alle Länder als Entwicklungsländer betrachtet werden, und alle Länder müssen dringende Maßnahmen zur Förderung einer nachhaltigen Entwicklung ergreifen.

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Section: Werteorientierung Einer Bildung Für Nachhaltige Entwicklungunclassified

Bildung für nachhaltige Entwicklung – Von Projekten zum Whole-Institution Approach

Rieckmann¹

2020

Vierte „Tagung Der Fachdidaktik“ 2019 Interdisziplinäre Fachdidaktische Diskurse Zur Bildung Für Nachhaltige Entwicklung

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“…ESD seeks to contribute to a better understanding of the complex interrelationships of local and global action regarding the management of natural resources and the shaping of coexistence under the principles of justice and cultural diversity (Deutsche UNESCO-Kommision e.V. 2014 [9]; Rieckmann; Stoltenberg 2011 [10]).…”

Section: Introductionmentioning

confidence: 99%

Digital Education for Sustainable Development in Non-Formal Education in Germany and COVID-19-Induced Changes

et al. 2022

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Digital media increasingly transform daily routines as well as everyday actions and working environments, including education. Apps, games, computer programs, and social media, etc. can support and improve learning processes. The COVID-19 pandemic and the resulting restrictions of social life accelerated a shift towards the application of digital media in education as well as in distance learning. This paper answers questions about the current usage of digital media in non-formal education in Germany, especially in the context of Education for Sustainable Development (ESD). The results of a 2020 survey in Germany with 111 participants show that digital media are an integral part of non-formal education; in particular, audio and video recording and filesharing are used often. Notably, the usage of web calls and webinars has increased since the pandemic. Regarding the disadvantages of digitals formats, participants note the investment in time and effort as well as the expensive equipment needed for development. Despite being dissatisfied with existing offers, a lot of institutions have not developed their own digital education formats (yet). This indicates a possible need for further training and education of educators in non-formal ESD, enabling them to independently create digital formats. This would also contribute to the quality of digital formats, of which many were possibly developed without proper expertise.

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“…This type of teaching, known as Education for Sustainable Development (ESD), covering aspects of Social Learning [ 5 ], was developed from Agenda 21 ([ 6 ], p. 36) in order to help young people to shape the environment in which they live in the sense of sustainable development and to develop their best potentials [ 4 ]. Education for sustainable development aims at empowering participation and cooperation and requires learning processes that are designed to be participatory as a learning and design process [ 7 ]. Target 4 of SDG 3 “Good Health and Well-Being” [ 8 ] calls for measures to promote mental health and human well-being.…”

Section: Introductionmentioning

confidence: 99%

Education for Sustainable Development and Meaningfulness: Evidence from the Questionnaire of Eudaimonic Well-Being from German Students

Klement

Terlau

2022

IJERPH

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Education for Sustainable Development (ESD, SDG 4) and human well-being (SDG 3) are among the central subjects of the Sustainable Development Goals (SDGs). In this article, based on the Questionnaire for Eudaimonic Well-Being (QEWB), we investigate to what extent (a) there is a connection between EWB and practical commitment to the SDGs and whether (b) there is a deficit in EWB among young people in general. We also want to use the article to draw attention to the need for further research on the links between human well-being and commitment for sustainable development. A total of 114 students between the ages of 18 and 34, who are either engaged in (extra)curricular activities of sustainable development (28 students) or not (86 students), completed the QEWB. The students were interviewed twice: once regarding their current and their aspired EWB. Our results show that students who are actively engaged in activities for sustainable development report a higher EWB than non-active students. Furthermore, we show that students generally report deficits in EWB and wish for an improvement in their well-being. This especially applies to aspects of EWB related to self-discovery and the sense of meaning in life. Our study suggests that a practice-oriented ESD in particular can have a positive effect on the quality of life of young students and can support them in working on deficits in EWB.

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Partizipation als zentrales Element von Bildung für eine nachhaltige Entwicklung

Cited by 8 publications

References 6 publications

Bildung für nachhaltige Entwicklung – Von Projekten zum Whole-Institution Approach

Bildung für nachhaltige Entwicklung – Von Projekten zum Whole-Institution Approach

Digital Education for Sustainable Development in Non-Formal Education in Germany and COVID-19-Induced Changes

Education for Sustainable Development and Meaningfulness: Evidence from the Questionnaire of Eudaimonic Well-Being from German Students

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