Protecting the future: The role of school education in sustainable development – an Indian case study

Abstract

This paper explores the potential contribution of education to sustainable development. Drawing on recent evidence it argues that education could play a stronger role – a position reinforced by the new sustainable development goals (SDGs). However, securing this contribution will have to be achieved in an era where educational delivery will be increasingly impacted by climate/environment change. The paper explores the relationship between education and sustainable development through an Indian case study. It covers why education is important; impediments that reduce educational impact, and an innovative programme of environmental education that offers insight on ways forward.

The Role of Education in Sustaining Environmental Sustainability at Rural Region in Yogyakarta

“…According to previous studies [7] [8] [17] that schools have a role in introducing the concept of environmental sustainability or sustainable development so that it increases knowledge and stimulates creativity for students. This result is in line with [9] [10] [11] that various ways of environmental education can form a positive mindset towards the environment in students.…”

“…By considering a learning process about the environment among high school students, it is hoped that it can foster knowledge that will eventually form a positive attitude towards environmental conservation. According to Bangay, school plays a role in disseminating SDGs [7]. Moreover, [8] pointed education on sustainable development aims to encourage changes in knowledge, skills, values, and attitudes of society towards sustainability.…”

Global Learning for Sustainable Development: A Historical Review

“…They examine content standards with respect to SDG 5 on gender equity and find little alignment, concluding that the SDGs could be used to revise content standards in curricula. In a description of ESD programs in India, Bangay [53] observes that co-curricular or extra-curricular learning activities that are not perceived as contributing to school performance have little chance of engaging students. At the same time, he underlines the tension between education for individual purely academic outcomes, and collective outcomes of environmental change.…”

Politicising ESE in postcolonial settings: the power of historical responsibility, action and ethnography

“…It originated in 2005 in the Indian state of Andhra Pradesh, where ‘young students in primary schools often questioned why environmental issues were usually presented in terms of problems and negative aspects like environmental destruction and degradation’ ( Sharma and Gregory 2015 , 1). Handprint offers a departure from this model in the form of a project-based, learner-centred approach that shifts the focus away from ‘doom and gloom’ ESE and empowers students to undertake hands-on projects designed to contribute to the social and environmental sustainability of their communities ( Bangay 2016 ). According to the implementing organisation, the Centre for Environment Education in Ahmedabad, ‘the handprint concept captures the energy which young people saw in themselves and their desire to do things for a better future’ ( Sharma and Gregory 2015 , 1).…”