Sustainable development, education and literacy

Abstract

Purpose -To distinguish sustainable development education from environmental education and stress the importance of problem-based interdisciplinary learning to sustainable development education. Design/methodology/approach -A range of published works relating to sustainable development education are critiqued, an introduction to complexity theory is given and related to sustainable development education, and a case study is provided to demonstrate an example of incorporating sustainability into course delivery and to demonstrate problem-based interdisciplinary learning. Findings -Our discussion supports our claim that reconciling sustainability and development requires a complex interdisciplinary approach beyond that found in some areas of traditional environmental education. Research limitations/implications -Our literature search is not exhaustive and focuses on sustainable development education. A much greater body of literature relating to environmental education exists. Practical implications -Our discussion and case study suggests practitioners designing and teaching sustainable development related programs should incorporate an interdisciplinary approach and allow for problem-based applied learning to take place. Originality/value -This paper distinguishes sustainable development education from environmental education and suggests practical courses of action for initiating sustainable development education in a meaningful manner.

Understanding Sustainability Through the Lens of Ecocentric Radical-Reflexivity: Implications for Management Education

“…This can be challenging, as it has been pointed out that systems theory is often associated with a more efficient pursuit of short-term financial profit maximization, which is likely to be counter to long-term sustainability (Porter and Córdoba 2009). Thus, while systems theory involves ''attempts to understand the interdependence of phenomena over time'' (Bradbury 2003, p. 176) and emphasizes the complex, emergent and interdisciplinary nature of an ecocentric stance (Dale and Newman 2005), it does not necessarily highlight a personal and ethical responsibility for the environment. Alternative approaches to research, education and managing organizations are needed.…”

The Management of Sustainable Development at Malaysian Local Government: Stakeholders’ Perception

“…It means that shortage of knowledge in sustainable development may lead to the local governments' staffs unfavorable to implement it. The spreading of knowledge on the preservation of resources and protection of the environment through schools, universities and ongoing training organizations are essential (Barrutia, Aguado, & Echebarria, 2007;Cifal, 2002;Dale & Newman, 2005;Olsson, 2009). It means that supporting the development of operational training sectors and encourages transfers of skills for the benefit of all through dedicated programme such LA21 are great for knowledge transfer practice.…”

Education for sustainability using a campus eco-garden as a learning environment

“…Education is key to providing such literacy (Dale and Newman, 2005). Indeed, higher education institutions were highlighted in the Rio ϩ20 conference because of their significant role in the pursuit of sustainable development.…”