The curricula revision in the context of education for sustainable development: From the perspective of two primary school subjects’ curricula

Abstract

This paper looks at the goals and objectives of education for sustainable development (ESD), including the competencies and value systems which can and should be developed in children in first cycle of primary education, and analyses the factors underlying this development. By using the Science and Social Studies teaching curriculum as an example, we pointed at the reasons for and possible directions of the curricula revision in the context of ESD. The method of theoretical analysis was applied in examining the curricula in terms of their topicality, preciseness and systematic approach as important prerequisites for a successful integration of the goals and content of ESD. The results of the research highlight the following problem areas: (1) significant, though selective representation, (2) lack of preciseness, (3) insufficient horizontal and vertical inter-connectedness of the key elements of this educational concept across all segments of the analysed curricula, as well as insufficient focus of the curricula on the development of the competencies and value systems which this concept encompasses. The paper proposes feasible steps in implementation of the ESD goals that could be taken in curricula revision, particularly in case of the World Around Us and Science and Social Studies subjects, taught in first cycle of primary education in the Republic of Serbia.

An Integrated Model Approach of Education for Sustainable Development: Exploring the Concepts of Water, Energy and Waste in Primary Education

“…Education should deploy educational practices to develop basic skills, such as acquiring high levels of reading comprehension and control of one's own understanding, but also of scientific reasoning, such as explaining, interpreting, critically reasoning or making decisions [56]. However, we agree with other studies [57] that it is essential to achieve a conceptual understanding of the subject we are dealing with before tackling its resolution, although it is true that adequate didactics must integrate the processes of assimilation and application of conceptual knowledge [58]. In this sense, we also agree with other research [57] on the importance of providing students with guidelines and criteria to be able to judge their processes and products during problem solving with immediate feedback, as they are fundamental requirements to acquire adequate skills.…”

Sustainable Development in Education from Students’ Perspective—Implementation of Sustainable Development in Curricula

“…The specific topics that should be addressed at this stage of education are therefore issues related to solving global problems and challenges, which is directly related to sustainable development [52,53]. Often, the current curricula are not adapted to the challenges of today [22,48]. Universities are therefore faced with a huge challenge of transforming and supplementing the current curricula with the content that is most relevant today.…”

“…Education about sustainable development can be organized in a number of complementary ways. Among these are the inclusion of sustainability objectives both in the learning outcomes of individual courses [22] and in the scope of directional examinations of individual curricula. Moreover, it would be good practice to start optional or obligatory courses in basic knowledge of sustainable development [55].…”

“…Higher education institutions play a very important role in the implementation of SDGs [18][19][20][21]. As emphasized by Veinovic [22], the achievement of these goals largely depends on the knowledge, value system, skills, and behaviour of each individual (at any age), while sustainable development depends in particular on the involvement of the young generation. Academic institutions can therefore be seen as the drivers of social transformation: they educate future leaders and key professionals, shaping their skills and mentality.…”

Goals and Objectives of Education for Sustainable Development as Modern Curriculum Innovation in Serbia, Montenegro and Croatia

“…The transition from education about sustainable development to education for sustainable development can be achieved by innovating curricula and teaching methods (Woo et al 2012), and, in addition to revising existing curricula, the requirements of the sustainable development concept must be taken into account during curriculum design (Veinović 2017). It is important to keep in mind that sustainable development is not just another topic that needs to be incorporated into the curriculum (Barth and Rieckmann 2012), and that education for sustainable development cannot be reduced to a specific subject which would address the sustainable development concept.…”