The heart of ESD: personally engaging learners with sustainability

Murray, Paul E.; Goodhew, Julie; Murray, Sheran

doi:10.1080/13504622.2013.836623

Cited by 36 publications

(31 citation statements)

References 31 publications

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“…A study by Biasutti confirmed the effect of educational intensive programs where a positive relation was found between the delivery of the intensive program method and the participants' awareness and skills on managing environmental and sustainability issues [36]. Another study conducted on university students also revealed the existence of training techniques' impact on promoting personal engagement [61]. While the theoretical education on sustainability matters and has revealed positive results, integrated programs where education and practice are present had a greater impact on students [36,62].…”

Section: Sustainability Knowledge Behaviors and Attitudesmentioning

confidence: 90%

Level of Sustainability Awareness among University Students in the Eastern Province of Saudi Arabia

Alsaati

El-Nakla

2020

Sustainability

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In recent years, there has been a tremendous interest and increased awareness about sustainability and its related issues globally. The literature reviewed presented the positive role of sustainability education and how it affects students’ levels of sustainability awareness and influences behaviors. Therefore, to measure that level of current students’ awareness and knowledge of sustainability, a questionnaire was developed and conducted in seven universities within the Eastern Province of Saudi Arabia, targeting a sample of 500 students from different study programs. The results show that high percentages of participants have heard the term “sustainability” from educational sources, but they lack the knowledge of sustainability, especially when it comes to recognizing recycling materials or renewable materials and energy consumptions measures. It is also noticed that the majority of students are not involved in any type of recycling anywhere. Other results reflecting students’ behaviors and lifestyles pertaining to sustainability showed high percentages of involvement in sustainability and conservation actions. The study concludes that in order to promote sustainability awareness among students, other stakeholders such as universities, schools, governments and local municipalities need to take part in the process. Recommendations introduced include actions to be implemented by educational institutes in sustainability literacy and behaviors such as offering mandatory sustainability courses, demonstrating and supporting students’ activities in-campus and off-campus to promote sustainable behavior, and to take some measures toward resources conservation and the necessary educational methods to influence students’ behaviors. Recommendations are also broadened to include other stakeholders that hold great influence on individuals’ sustainable knowledge and behaviors.

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Section: Sustainability Knowledge Behaviors and Attitudesmentioning

confidence: 90%

Level of Sustainability Awareness among University Students in the Eastern Province of Saudi Arabia

Alsaati

El-Nakla

2020

Sustainability

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“…Those studies that reported 'no significant impact' should be interpreted with some caution, as results may have emerged due to a number of compounding factors. For example, base-line figures that may already reflect the hypotheses being tested (Kennelly, Taylor, and Maxwell 2008); impact of specific culture (Meyer, Sherman, and MaKinster 2006) or the metrics used may not capture increases in 'awareness' (Murray, Goodhew, and Murray 2013). These results may also suggest a mismatch between competencies or outcomes selected for assessment and those the students acquire.…”

Section: Positive Impactmentioning

confidence: 99%

The impact of development education and education for sustainable development interventions: a synthesis of the research

O’Flaherty

Liddy

2017

Environmental Education Research

175

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The Sustainable Development Goals set out by the United Nations advocate that all learners will have the knowledge and skills needed to promote sustainable development. Development education, education for sustainable development and global citizenship education are deliberate educational interventions, which all address global justice and sustainability issues. Current research continues to expand our understanding of the field, but there are no recent reviews of the literature addressing the impact of these educational interventions. The objective of this paper is, therefore, to examine the impact of intentional development education, education for sustainable development and global citizenship education. We reviewed 243 abstracts against specific inclusion criteria: 127 from Scopus, 101 from ERIC, and 15 from EBSCO. Of those abstracts, 99 met inclusion criteria and underwent double review, which excluded further studies. Of the final 44 papers included for review, 26 focused on education for sustainable development or environmental educational themes, 12 were global orientated in content, either through development education or global citizenship, and six were intercultural educational interventions. In this paper, we provide an overview of measures of assessment of learning used, review the evidence of the impact on learners, and address some methodological and pedagogical questions arising from the review.

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“…In the long term, the outcomes of “transferring” environmental knowledge to learners (Murray et al, 2013) have not proved to be efficient in addressing global environmental issues, especially in the context of developing countries. Studies (Scott & Gough, 2003; Sterling, 2001) have outlined that it is precisely the dichotomous view of humans and nature that is responsible for the ineffectiveness of such pedagogical programs.…”

Section: Introductionmentioning

confidence: 99%

Entwining a Conceptual Framework

Angelis¹

2018

Journal of Transformative Education

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This article proposes a theoretical framework for research and pedagogy development in the context of education for sustainable development (ESD). It combines transformative learning theory with elements drawn from Buddhist and other Eastern spiritual perspectives. Firstly, it outlines the ESD context and its current gaps. Secondly, it analyzes relevant aspects of transformative learning as an educational theory in relation to ESD. Thirdly, it explores how the notions of “inner experience,” “oneness of reality,” “moral sustainable values,” and “community curriculum” arise by interweaving Buddhist/Eastern spiritual approaches with transformative learning to devise a conceptual framework. Fourthly, it presents a brief section outlining a suitable methodology for bridging together differing paradigms including its challenges and potential benefits. Finally, it considers the possible impact of said theoretical framework for innovative research and pedagogies related to sustainable learning in the Global South and internationally.

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The heart of ESD: personally engaging learners with sustainability

Cited by 36 publications

References 31 publications

Level of Sustainability Awareness among University Students in the Eastern Province of Saudi Arabia

Level of Sustainability Awareness among University Students in the Eastern Province of Saudi Arabia

The impact of development education and education for sustainable development interventions: a synthesis of the research

Entwining a Conceptual Framework

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