The role of transformation in learning and education for sustainability

Filho, Walter Leal; Raath, Schalk; Lazzarini, Boris; Vargas, Valeria Ruiz; Souza, Leticia de Oliveira Gago Ramos de; Anholon, Rosley; Quelhas, Osvaldo Luíz Gonçalves; Haddad, Rania A; Kļaviņš, Māris; Orlovic, V.L.

doi:10.1016/j.jclepro.2018.07.017

Cited by 418 publications

(309 citation statements)

References 46 publications

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“…In this country, these counselors organize themselves in Educational Guidance Services. They have the ability to promote the acquisition of the knowledge, skills, attitudes, and resources that teachers will need to address the reconceptualization of the educational process that is being defended in this work [35,39,40].…”

Section: Educational Guidance Service and Esdmentioning

confidence: 99%

“…More holistic approaches stressed the importance of cultural-based approximations aimed at encouraging the understanding of the underlying causes of the unsustainability of current trends. As an example, an analysis of the political and cultural dimensions related to sustainability can facilitate a deep understanding of Earth overexploitation' ( [39], p. 287). Therefore, it is time to transform learning processes by stimulating processes of critical reflection in teachers and students who question their assumptions and beliefs [39,40].…”

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confidence: 99%

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A Professional Competences’ Diagnosis in Education for Sustainability: A Case Study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context

2019

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Currently, all members of the educational community have a relevant role in the development of professional competences on the sustainability of students. This is supported by the findings obtained by different research studies carried out in different countries and which show the need to characterize and evaluate the practice of EGS as key agents in the training and counseling of teachers on sustainability topics, which, in turn, is the goal of this study. To address this, we have conducted an exploratory study based on the case study of EGS members in the metropolitan area of Granada (Spain) that has helped us to profile the professional practice of its members in the development of professional competences in Education for Sustainable Development (ESD). Answers to a questionnaire provided by 43 teachers who are linked to the EGS have been investigated in addition to an interview to six formal members of the EGS. Results evidence that transmit some values over others correlates positively with the type of competences for sustainability that they promote. Therefore, this shows the interrelation of these competencies with the teaching-learning process and, consequently, with the promotion of an education for sustainability. We conclude that counseling on participatory methodologies, working on values, competences, and curricular sustainability, as well as the cross-curricular nature of the content that is imparted, are the most effective ways from which these teacher guidance services can promote the development of professional competences linked to sustainability in schools.

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Section: Educational Guidance Service and Esdmentioning

confidence: 99%

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confidence: 99%

A Professional Competences’ Diagnosis in Education for Sustainability: A Case Study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context

2019

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“…It also increased recognition on the value of outreach activities and attracted funding to lowering universities' ecological footprint [5]. However, progress in this regard seemed to have remained slower than desirable due to universities' resistance to adopt a whole-institution approach that can lead them to move from reductionist to more holistic and transdisciplinary perspectives [6][7][8]. Such transition involves moving toward collaborative work between different disciplines and proactive engagement with the society toward transformative changes [6,7].…”

Section: Introductionmentioning

confidence: 99%

What Sustainability? Higher Education Institutions’ Pathways to Reach the Agenda 2030 Goals

2020

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Higher Education Institutions (HEIs) have the mandate of promoting sustainability through addressing the Agenda 2030. However, how this is being understood and framed in both discourse and practice by HEIs remains an underexplored issue. This article interrogates the concept of sustainability embraced by ten key HEIs networks at global and regional levels while identifying and discussing the main pathways for action displayed. We rely on HEIs networks' data from available online documents related to the Agenda 2030. "Greening" is the dominant sustainability discourse among the global and many regional HEIs networks, that is, the one that refers to the links between people, planet and profit. Two other discourses are minor and regional, "resilience" and "alternative". The "alternative" discourse is the only one entailing a critical approach to the Agenda 2030 goals. All networks promote changes in HEIs organizational culture to embed sustainability values in strategic planning, academic and managerial work. Yet there is a need for further engagement with society to readdress HEIs societal role. Deep and critical reflection of the worldviews, contradictions and tensions in the discourses and practices proposed by HEIs networks at global and regional scales is also needed to build common pathways toward sustainability.

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“…Sustainability requires a transformation in the way in which problems are defined into a more collaborative process (Filho et al, 2018). Without effective public involvement in policymaking and implementation, technology has been primarily geared to solving practical organizational problems of modem industrial society, without reexamining its fundamental assumptions (Pew Research Center, 2018).…”

Section: The Distinct Role Of Environmental Technologymentioning

confidence: 99%

The contrasting roles of science and technology in environmental challenges

Voulvoulis

Burgman

2019

Critical Reviews in Environmental Science and Technology

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Sustainable development is widely recognized as an existential challenge. To address it, humanity needs to change its ways. However, people seem slow to act, not always understanding and often denying environmental imperatives, creating substantial social and psychological barriers. Social inertia and denial have been allegedly amplified by a public discourse increasingly distrustful of science. But is this discourse a rejection of science or an erosion of trust in how science is applied? The paper examines the main differences between environmental science and technology, reviews how the wider science-technology convergence has affected them and evaluates potential implications for sustainability challenges. We question whether the "convergence" between environmental science and technology, could be behind the growing public dissatisfaction and distrust of environmental science and policies. Although environmental science plays a role in enabling understanding and communicating complexity, technology requires political, social and economic skills, beyond conventional disciplinary expertise. To avoid putting academic freedom at risk, environmental technologists, a new breed of professionals, should have a clear understanding of scientific capacity and uncertainty and be able to engage with stakeholders, policy makers and the public to design integrated, interdisciplinary and holistic solutions, and also better define the many environmental problems we face. GRAPHICAL ABSTRACT

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The role of transformation in learning and education for sustainability

Cited by 418 publications

References 46 publications

A Professional Competences’ Diagnosis in Education for Sustainability: A Case Study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context

A Professional Competences’ Diagnosis in Education for Sustainability: A Case Study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context

What Sustainability? Higher Education Institutions’ Pathways to Reach the Agenda 2030 Goals

The contrasting roles of science and technology in environmental challenges

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