The Value of Process and Pedagogy through the Sustainability Prism

Heasly, Berise; Iliško, Dzintra; Salīte, Ilga; Lindner, Johannes

doi:10.2478/dcse-2020-0014

Cited by 11 publications

(6 citation statements)

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“…Sustainability Education (SE) or Education for Sustainable Development aims at incorporating the philosophies, ethics, and practices of Sustainable Development (SD) into all education facets (Redman, 2013;Heasly et al, 2020). It is a movement in all subject areas such as English, which tries to make people, societies, and governments gain a great understanding of environmental, economic, and social situations and integrate it into their contemplation of humanity (Vincent, Bunn, & Stevens, 2013).…”

Section: Introductionmentioning

confidence: 99%

A Study on the Status of Sustainability Education among Iranian EFL Instructors: Developing a Glocalized Model

Tavakkoli

Rashidi

2020

Journal of Teacher Education for Sustainability

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In the Iranian education context where the concept of Sustainability Education is to a certain extent novel and fresh, one must first determine the state of Sustainability Education in education systems and specifically TEFL departments to discover EFL instructors’ needs. This way, EFL instructors can be equipped with Sustainability Education competencies needed for transforming EFL education systems. Sustainability Education can be best implemented through language learning and specifically English learning compared with other subjects because language classes are the best sights for discussing sustainability issues. Additionally, the actualization of Sustainability Education in language classes can facilitate CLT and global citizenship operationalization. Having these in mind, the present study attempts to depict a clear picture of Sustainability Education among EFL instructors and provide education systems and policymakers with the necessary Sustainability Education competencies to equip teachers and help learners to feel and identify the relationship among sustainability issues such as culture, ecology, economy, power structures, and even their own families. The study was conducted using a Sustainability Education questionnaire developed by the researchers. The questionnaire was distributed among 150 EFL instructors. The findings of the study reveal that EFL instructors experience an apparent lack of sustainability literacy. On the other hand, their level of implementation is better than literacy but still not much satisfactory. The important findings can bring about the transformation and modification of EFL teacher education and curriculum and will be highly advantageous regarding professional and ethical dimensions of education system.

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Section: Introductionmentioning

confidence: 99%

A Study on the Status of Sustainability Education among Iranian EFL Instructors: Developing a Glocalized Model

Tavakkoli

Rashidi

2020

Journal of Teacher Education for Sustainability

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“…Lawrence, Hall, and Arthur (2017) suggest the use of an interdisciplinary approach to better explain sustainability in a career choice, since careers are interdependent with peoplesí lives and can be seen from a systems perspective. The study develops a perspective based on the complex adaptive system theory that involves nonlinear thinking and outcomes that depend on interaction of participants composing those systems (Heasly et al, 2020;SalÓte et al, 2020). Career decision process is a highly complex process.…”

Section: Figurementioning

confidence: 99%

Sustainable Career Guidance During the Pandemic: Building Pathways into a ‘New Normal’

Šapale

Iliško

Badjanova

2021

Discourse and Communication for Sustainable Education

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The COVID-19 pandemic has influenced regular patters of career guidance. Globally everything has stopped: projects were postponed, and workplaces were closed but this situation has pushed career counselors to search for new opportunities about how career guidance could be carried out. The pandemic has intensified existing challenges in society, adding complexity for the processes of a transition of educational systems towards digitalization and have intensified the need for remote career guidance. Young people become particularly vulnerable to the digital divide. Career development support has been at risk with the emergence of an unpredictable future. However, career guidance during the pandemic can serve as a tool for understanding the situation in depth and searching for new opportunities that exist, by helping individuals to overcome anxiety. While practicing physical distancing, career counselors have kept active professional networks in assisting their clients with their needs. The operation of career guidance has been transferred mainly to the online format and has required the counselors to develop new skills and competencies. The methodology employed in this study included interviews with individual career counselors about the main challenges and solutions discovered during the lockdown. Career counselors were questioned also about how they shaped a more sustainable and flexible online career guidance system. They revealed details about their struggles and hopes encountered in the situation of crises. The authors point to critical areas for improvement that career counselor can provide to their clients during the lockdown.

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“…Education for Sustainable Development as a concept does have a long history in the sustainability movement going back to the Agenda 21 when sustainable development in its three dimensions (economic, environmental and social) was first recognized as a concept and education was seen as a central means of implementing a sustainable future (United Nations, 1987;United Nations, 1992). Ever since, there have been tremendous efforts to reorient the world towards sustainability with the focus on ESD (McKeown & Hopkins, 2006;McKeown & Hopkins, 2010;Heasly et al, 2020).…”

Section: Education For Sustainable Development and The 2030 Agendamentioning

confidence: 99%

Learnings from the #IndigenousESD Global Research: Twenty-First Century Competencies for All Learners

Kohl

Hopkins

2020

Journal of Teacher Education for Sustainability

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The 2030 Agenda for Sustainable Development promotes with the Sustainable Development Goal 4 a quality education for all and aims to ensure equal access to all levels of education and vocational training for vulnerable groups, such as Indigenous Peoples. However, most education systems are not yet in a position to embrace a culturally appropriate way of teaching children and youth of their Indigenous communities. The #IndigenousESD research creates a voice for relevant education stakeholder groups, including Indigenous Elders/leaders, ministry officials, parents, students, and teachers from communities with Indigenous students on their perceptions of quality education. Based on a participatory research approach developed together with Indigenous communities and researchers from around the world, dialogues held in 54 research settings in 26 countries show a focus on the acquisition of twenty-first century competencies for learners amongst the most important aspects of a quality education. For this article, the authors focused on knowledge, attitudes and skills, providing recommendations for policy makers in education to better address the needs and priorities of Indigenous communities. Findings from the research indicate that teaching twenty-first century competencies are at the center of concern in all stakeholder groups, yet want these competencies taught in a context to which Indigenous students can readily relate. Adjusting the pedagogy of delivering these common competencies in the classroom could be an important step towards a feasible and affordable path within existing education systems to better serve Indigenous students and all learners.

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The Value of Process and Pedagogy through the Sustainability Prism

Cited by 11 publications

References 0 publications

A Study on the Status of Sustainability Education among Iranian EFL Instructors: Developing a Glocalized Model

A Study on the Status of Sustainability Education among Iranian EFL Instructors: Developing a Glocalized Model

Sustainable Career Guidance During the Pandemic: Building Pathways into a ‘New Normal’

Learnings from the #IndigenousESD Global Research: Twenty-First Century Competencies for All Learners

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