Transformative Pedagogic Practice

Abstract

While the Decade of Education for Sustainable Development (DESD) (2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014) has been completed, the status and advocacy of Education for Sustainable Development (ESD) remains prominent. The United Nations (UN) goals of Education for All (EFA) and the Millennium Development Goals (MDGs 2000(MDGs -2015 were complementary and provided a rationale for the importance of environmental education (EE) and Education for Sustainable Development (ESD). The United Nations Educational, Scientific and Cultural Organization's (UNESCO) Muscat Agreement in 2014 advocated seven global education targets, one of which was to cultivate skills for global citizenship and environmental sustainability. As part of the UN Sustainable Development Goals (SDGs 2015(SDGs -2030 and as echoed by the Aichi-Nagoya Declaration on Education for Sustainable Development, education is embedded in goals which pertain to biodiversity, sustainable consumption and production, and climate change. Supporting these goals, there is a call for research and development as well as coordinated actions with an emphasis on the principles of human rights, gender equality, democracy, and social justice. There is also a call for attention to the importance and relevance of traditional knowledge and indigenous wisdom in various geographical, socio-cultural, and educational contexts.With this background, and in light of UNESCO's Education 2030 Agenda (2017), this Education for Sustainability Book Series has been launched. Its purpose is to echo and enhance the global importance of education for a sustainable future as an educational vision. The series provides insights on a broad range of issues related to the intersection of, and interaction between, sustainability and education. The series showcases updated and innovative practice, discusses salient theoretical topics, and uses cases as examples.The Series adopts international, environmental education, and lifelong learning perspectives and explores connections with the agenda of education for sustainability and of Education for Sustainable Development. The intended audience includes university academics in educational studies, environmental education, geographical education, science education, curriculum studies, comparative education, educational leadership, and teacher education; the staff of international agencies with responsibilities for education; and school teachers in primary and secondary schools.Supported by the expertise of a distinguished and diverse International Advisory Board, this series features authoritative and comprehensive global coverage, as well as diversified local, regional, national, and transnational perspectives. As a complement to the Schooling for Sustainable Development Book Series, it explores issues that go beyond primary and secondary schooling into university, vocational, and community education settings. These educational issues involve multiple stakeholders ranging from international agencies, governmental and non-governmental org...

Connecting Didactic Approaches and Sustainability Competencies: Evidence from a Teacher Education Institution in Vietnam

“…However, this does not mean that utilizing these didactic approaches cannot help promote sustainability competencies at HNUE. Indeed, discovery learning and inquiry-based learning are considered constructivist approaches in teaching and learning which have been highly recommended in teaching ESD in some studies (Armstrong, 2011;Leder, 2017;Nguyen et al, 2021). Q&A also can be used to develop students' competencies if the lecturers/instructors can find a way to turn or relate this approach to a Socratic method (Stough et al, 2018).…”